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Portfolio for Practicum coursein TESOL MANoh DahyeonSookmyung Women’s universityGraduate School of TESOL1341305Noh DahyeonⅠ. Introduction Ⅱ. Foundation - Teaching philosophy- Resume- CertificatesⅢ. First Part: MA program- MA courses taken- Outcomes Ⅳ. Second Part: Practicum- Lesson plans- Materials- Reflections- Mid-term exam- Needs analysisⅤ. Third Part: Research- Action researchⅥ. Future planⅠ. IntroductionThis portfolio is to show what I have achieved and improved in Sookmyung Women’s University MA TESOL program studies. Through this program, I learned a various theoretical and practical teaching background under Professors of Stephen van Vlack, Diane Rozells, Levi McNeil and Namjoon Kang. I enrolled in this MA program to learn more about how the language should be taught ad learned so as to be more effective language teacher in second language classroom. I realized that many theories and practical teaching skills have been organized in this program, and I have improved my teaching skills as well as broadened my teaching background especially I practicum course. Thank you to all the professors and classmates for making my professional experiences at Sookmyung Women’s University meaningful and enjoyable.Ⅱ. Foundation- Teaching philosophyThis part shows what I believe in teaching and learning as a teacher as well as a learner, at the same time.The philosophy of teachingIf there’s one thing I deeply believe about teaching, is that teaching can be most effective when the teacher gives proper helps and advice to students who really want to learn about something from their teachers. Based on my learning experience, I have learned a lot from the teachers whom I liked compared to the other teachers to whom I didn’t have any emotional reaction. As a teacher, I have felt like that I’m also more passionate to teach students who respond to the class actively and continuously. Since teaching and learning take place at the same time through continuous interaction between teachers and learners, teachers always take care of their students’ diverse aspects of purposes, goal and learning strategies which can affect their learning a lot.First, I believe that the most important step in making my class effective is understanding my students. As I am a TOEIC teacher who helps students to prepare the test as well as study English, especially grammar and vocabulary, I already know most of them are not really interested in learning English as a language for interacting with others in the real world. However, on the other hand, that means I already comprehend their top priority in studying English. Although I want to teach English in many aspects like grammar, vocabulary, collocations and idioms, I also take care of teaching them the tips for preparing the test and getting higher scores. Usually, I try to mix two aspects in my class. While letting them acknowledge some useful test-taking tips, it is another goal for me to deliver language knowledge as planned prior to the class.Another important aspect of teaching is to make fun class. To make the class more fun and enjoyable for students, I usually use my personal experience a lot. By sharing similar experiences and difficulties in language learning, I want them to gain confidence in their ability to learn English. Popular movies, songs and in fashion are also helpful to make them concentrate on the language item we are dealing with. Some specific and fun examples are easy to remember and recall when taking the exam, so I make my own repertoire relevant to the language items. Lastly, as a teacher, I try to make my students interested in learning English, not only for the TOEIC exam. Considering my own experience, even though I started learning English to take the TOEIC exam in order to graduate from university, my interest in English extended to speaking, and even language teaching. Once learners get a certain amount of language knowledge and confidence in some aspects, it can be possible for them to feel more motivated to learn English in speaking or writing. I believe that the more I let them know the importance and pleasure of studying English as a language by stimulating them, the more they are getting interested in language learning in the future. Although it is not easy to make students interested in learning English or enjoy themselves during the class, I think there are ways of achieving this. Through making my interesting and memorable for, students can be motivated in language learning as well as test preparation. If I show students my passion and interests in teaching them throughout the class, they can get not only language knowledge and tips for the test, but also confidence and interest in language learning.Ⅱ. Foundation- ResumeThis part shows my career and information as a teacher. It includes my personal contact information, career path including specific duties, educational background.Noh, Da HyeonShin boo dong, Cheon an, Korea 010-4470-1217(cell)dahyeonnoh@PROFESSIONAL EXPERIENCETOEIC InstructorTest4u Language Institute, Cheon-an, KoreaSeptember, 2013 – PresentTeach students who are elementary learners of English Offer consultation which helps students decide how to study and take the TOEIC examAdminister the official TOEIC exam monthlyTeach the supplementary classes (Practice TOEIC, Basic grammar class, Listening class)Student AdviserTest4u Language Institute, Cheon-an, Korea April, 2009 – February, 2013Counselled students who want to know what lectures they could attend given their level, and explained lectures’ features and contents of lecturesConducted simple tests for selecting the appropriate lecturesAdvised students about effective ways to study English for the TOEIC testScheduled lectures with other teachers EDUCATIONMA TESOL graduate schoolSookmyung Women’s University, Seoul, South KoreaMarch, 2013 – Expected completion: Aug, 2015Bachelor of Human Management in Industrial ManagementKorea University of Technology and EducationFebruary, 2012CERTIFICATES AND LICENSES TESOL CertificateSookmyung Women’s University, Seoul, South KoreaAugust, 2012 – December, 2012Industrial Engineer Office Automation licenseHuman Resources Development Service of KoreaMay, 2011LANGUAGE ABILITY TOEIC: 990January, 2015Ⅱ. Foundation- CertificateThis part shows my certification in educational field. It includes Sookmyung TESOL certificate program and Sookmyung university graduate school. Ⅲ. First Part: MA program- MA courses takenIn this part, I described the course, Second Language Learning Theories, which I was most interested in during the MA course. As I was initially interested in second language learning theories before studying in MA course, the class was really helpful for me to get a good idea about the language learning in itself. The class covered the overall big issues in SLA filed, such as memory system, language transfer, or language processing and so on. Taking that class was useful for me as a language teacher as well as a language learner. The syllabus for the course suggests the mainly covered issues which I had studied. Stephen van Vlack SookmyungWomen’s University Graduate School of TESOLSecond Language Learning Theories Syllabus - Fall 2013Week 1; September 6 - Introductions Introductions to the course, to the materials, assignments, and everything else. In this the first week of the class we introduce the theme of second language learning. We will discuss the brief history of SLA as a separate field of study and the approaches taken in SLA. As a means of showing how SLA often works, we will go over `Milestones in Motor and Language Development` From Language Files 8, pp. 278-280 and see how we can interpret the data presented there. Talk about initial reactions to the summer reading book (Griffiths, 2008). Homework: Read Finish the Summer Reading Project. Week 2; September 13 – L1 versus L2 learningTransfer Summer reading project due We start our exploration of issues in second language learning by exploring the controversies surrounding the differences and similarities between first and second, what I like to term subsequent, language learning. This week we look specifically at the idea of transfer. We will examine the early studies focusing on negative transfer, but will focus out attention on the more recent studies of positive transfer. The basic idea is that subsequent language learning is fundamentally different from first language learning in that there is a wealth of knowledge already in place that can and should be transferred. This means, in theory, that learning and additional language should be easier than the first one. It also means that we cannot and should not teach a second language without consideration of the other language(s) a learner has. Readings: Wardhaugh, R. (1970). The contrastive analysis hypothesis. TESOL Quartlerly 4(2): 123-130. Gomez, C. and R. Reason. (2002). Cross-linguistic transfer of phonological skills: A Malaysian perspective. Dyslexia 8: 2-33. Odlin, T. (2002). Language transfer and cross-linguistic studies: Relativism, universalism, and the native language. In R. Kaplan. (ed.). The Oxford handbook of applied linguistics. Oxford: OUP, pp. 253-261. Paradis, J and M. Crago. (2003). What can SLI tell us about transfer in SLA? Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002). Retrieved on July 5, 2013 from: . Pavlenko, A. and S. Jarvis. (2002). Bidirectional transfer. Applied Linguistics 23(2): 190-214. Crompton, P. (2011). Article errors in the English writing of advanced L1 Arabic learners: The role of transfer. Asian EFL Journal. Professional Teaching Articles 50: 4-34. Week 3; September 20 – L1 versus L2 learning: Innateness (Holiday – class to be rescheduled) This week we explore the idea of innateness as being one of the chief differences between L1 and L2 learning. The idea of innateness is closely tied into the concept of Universal Grammar (UG). In our discussion we will, therefore, look first at the different proposals regarding possible access to UG in subsequent language learning. We will also look briefly at modern proposals regarding UG and its possible role in L2 learning. This centers around a discussion of Chomsky’s proposed differences between i-language and e-language. Finally, we question the idea of innateness for language in general. Readings: Chomsky, N. (1986). Knowledge of language. Westport, CN.: Praeger, pp. 19-24. Cook, V. and M. Newson. (1996). Chomsky’s universal grammar (2nd Edition). Oxford: Blackwell, pp. 291-297. Kanno, K. (1998). Consistency and variation in second language acquisition. Second Language Research 14(4): 376-388. Hawkins, R. (2001). The theoretical significance of Universal Grammar in second language acquisition. Second language Research 17(4): 345-367. Gopnik,A. (2003). The theory theory as and alternative to the innateness hypothesis. In L. Antony and N. Hornstein (eds.). Chomsky and his critics. Oxford: Blackwell, pp. 238-254. Bybee, J. (2010). Language, usage and cognition. Cambridge: Cambridge University Press, pp. 1- 13. Additional readings (optional): Evers, A. and J. van Kampen. (n.d.). E-language, I-language and the order of parameter setting. Retrieved July 5, 2013 from: . Hawkins, R. and C. Chan. (1997). The partial availability of Universal Grammar in second language acquisition: The ‘failed feature hypothesis’. Second Language Research 13(3): 187- 226. Week 4; September 27 – L1 versus L2 learning: Age effects This week we go over the issue of age related issues in second language learning. Age issues are often thought to be limited to the Critical Period Hypothesis (CPH), but, as recent research has shown, the CPH is largely disproven in its strong from. Age effects are an undeniable variable, but they are both positive and negative and like almost everything else we find in our exploration of the phenomenon of language learning highly variable. The variable of age is being included in this course not just because it is an important issue worldwide but because there is a large amount of misunderstanding about age effects in large part because people have taken the CPH at face value and not read more up to date treatments of the issue. Readings: Krashen. S. (1975). The critical period for language acquisition and its possible bases. Annals of the New York Academy of Sciences 263: 211-224. Singleton, D. (1995). Introduction: A critical look at the critical period hypothesis in second language acquisition research. In D. Singleton and Z. Lengyel (eds.) The age factor in second language acquisition. Clevedon: Multilingual Matters, pp. 1-29. Bialystok, E. (1997). The structure of age: In search of barriers to second language acquisition. Second Language Research 13(2): 116-137. Tomiyama, M. (2000) Child second language attrition: A longitudinal case study. Applied Linguistics 21/3: 304-332. Piske, T. I. MacKay and J. Flege. (2001). Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics 29: 191-215. Hyltenstam, K. and N. Abrahamsson. (2003). Maturational constraints in SLA. In A. Davies and C. Elder. (eds.). The handbook of applied linguistics. Oxford: Blackwell, pp. 539-588. Cheswick, B. and P. Miller. (2008). A test for the critical period hypothesis for language learning. Journal of Multilingual and Multicultural Development 29(19): 16-29. Week 5; October 4 – Systems integration This week we approach the very important issue of how different aspects of linguistic systems are integrated or separated as the case may be. Essentially, we are looking at the major issue of whether language is a strictly modular system or an integrated one. Discussing this issue means that we need to consider the relationship between different aspects of language (syntax and pragmatics, for example), language and other cognitive functions, and also between different languages in people with more than one. This is a central and highly contentious issue that underscores major differences in how languages are thought of, studied, and taught/learned. It is, therefore, very important to us as teachers and possible researchers in language. Readings: Foster-Cohen, S. (1996). Modularity and principles and parameters: Avoiding the ‘cognitive’ugly’. First Language 16(1): 1-19. Ellis, N. (1998) Emergentism, connectionism and language learning. Language Learning 48(4): 631-664. Lardiere, Donna. (2000). Mapping features to forms in second language acquisition. In J. Archibald. (Ed.) Second language acquisition and linguistic theory. Oxford: Blackwell. pp. 102-129. Selinker, L., D. Kim, and S. Bandi-Rao. (2004) Linguistic structure with processing in second language research: Is a `unified theory` possible? Second Language Research 20(1): 77-94. Zareva, A. (2010). Multicompetence and L2 users’ associative links: Being unlike nativelike. International Journal of Applied Linguistics 20(1): 2-22. Week 6; October 11 – Memory systems (processes) This week we begin our first of two weeks looking at the issue of memory in second language learning. We week we focus on the processes of memory and how they are involved in the second language learning process. Encoding memories is not just something that happens in the way the teacher would like. There are many different stages and aspects related to the encoding of memories and each of them plays an important role in the entire process. It is therefore important for language teachers to develop ideas about these processes. After all, for something to be learned it needs to be stored in memory in one way or another. Readings: Hulstijn, J and R. Schmidt. (eds). (1994). Consciousness in second language learning. AILA Review 11. Retrieved on July 2, 2013 from . Terry, W. (2000). Learning and memory (3rd Edition). Boston: Pearson, pp. 193-219. Hulstijn, J. (2002). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research 18, 3: 193-223. Schneider, V., A. Healey, and L. Bourne. (2002). What is learned under difficult conditions is hard to forget: Contextual interference effects in foreign language vocabulary acquisition, retention and transfer. Journal of Memory and Language 46: 419-440. Robinson, P. (2003). Attention and memory during SLA. In A. Davies and C. Elder. (eds.). The handbook of applied linguistics. Oxford: Blackwell, pp. 631-678. Egi, T. (2004). Verbal reports, noticing, and SLA research. Language Awareness 13(4): 243-264. Week 7; October 18 – Memory systems (types) This week we go over the different types of memory system and their effects on the second language learning process. The basic idea is that the different types of memory function differently, even though they affect each other as seen in the previous week. Each one has its own functions (purposes) and ways of working. It, therefore, behooves language teachers to develop a basic understanding of these different systems and how they work so we can help our students learn better. Readings: Masoura, E. and S. Gathercole. (1998). Phonological short-term memory and foreign language learning. International Journal of Phonology 34(5/6): 383-388. Hulstijn, J. and B. Laufer. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning 51(3): 539-558. Kail, R. and L. Hall. (2001). Distinguishing short-term from working memory. Memory and Congition 29(1): 1-9. Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders 36: 189-208. Blumenfield, R. and C. Ranganath. (2007). Prefrontal cortex and long-term memory encoding: An integrative review of findings from neuropsychology and neuroimaging. The Neuroscientist 13(3): 280-291. Kormos, J. and A. Sáfár. (2008). Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition 11(2): 261-271. Week 8; October 25 Reading Week This is your chance to catch up on missed work and to prepare for the mid-term project. Use this time well. Week 9; November 1 – Personality Midterm project due This week we look at the issue of personality in language learning. Personality is a complex construct composed of many different aspects and with many different variables. In second language learning personality factors have been linked to success or failure. Such aspects as anxiety, degree of introversion and learning styles can have a large effect on how our students perform in the class. Readings: MacIntyre, P and C. Charos. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology 15(3): 3-26. Dewaele, J. and A. Furnham. (2000). Personality and speech production: A pilot study of second language learners. Personality and Individual Differences 28: 355-365. Robinson, P. (2001). Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition. Second Language Research 17(4): 368-392. Norton, B. and K. Toohey. (2002). Identity and language learning. In R. Kaplan. (ed.). The Oxford handbook of applied linguistics. Oxford: OUP, pp. 115-123. D?rnyei, Z. and P. Skehan. (2003). Individual differences in second language learning. In C. Doughty and M. Long. (eds.). The handbook of second language acquisition. Oxford: Blackwell, pp. 589-630. Ehrman, M., B. Leaver, and R. Oxford. (2003). A brief overview of individual differences in second language learning. System 31: 313-330. Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal 37(3): 308-328. Week 10; November 8 - Motivation Continuing our discussion from the previous week, we review some of the basic theories and practices related to motivation. Many people consider motivation the key factor in getting learners to succeed in the language, but research has shown that motivation is a rather difficult concept to pin down. Readings: D?rnyei, Z. (2003). Attitudes, orientations and motivations in language learning: Advances in theory, research, and applications. Language Learning 53(Issue S1): 3-32. Masgoret, A. and R. Gardner. (2003). Attitudes, motivation and second language learning: A metaanalysis of studies conducted by Gardner and associates. Language learning 53(1): 123-163. Csizér, K and Z. D?rnyei. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effect. The Modern Language Journal 89: 19-36. Farver, S. (2011). Motivation in second language learning. The Journal of Multiculturalism in Education 7: 1-8. Week 11; November 15 - Metacognition This week we take a look at the idea of Metacognition in second language learning. We use the term metacognition here as a blanket term to encompass a wide rage of reported phenomenon from awareness to strategies use. Many theorists believe that there is a strong link between awareness and success in SLA and particularly in more formal foreign language learning situations. We discuss awareness as both from the receptive and productive sides. Readings: Oxford, R. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System 17(2): 235-247. Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal 51(4): 361- 369. Bardovi-Harlig, K. and Z. D?rnyei. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly 32(2): 233-259. Jessner, U. (1999). Metalinguistic awareness in multilinguals: Cognitive aspects of third language acquisition. Language Awareness 8(3/4): 201-209. Rosa, E. and R. Leow. (2004). Awareness, different learning conditions, and second language development. Applied Psycholinguistics 25(2): 269-292. Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal 39(2): 188-213. Week 12; November 22 - Input This week we go over the idea of input and question whether comprehensible input is enough. Certainly input is a necessary aspect of learning anything and especially language, but the question is whether input (even good input) is enough. This leads to the further question of what type and how much input is necessary. Readings: Neuman, S. and P. Koskinen. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly 27(1): 94-106. Krashen, S. (1998). Comprehensible output? System 26: 175-182. Oh, S. (2001). Two types of input modification and EFL reading comprehension: Simplification versus elaboration. TESOL Quarterly 35(1): 69-96. Matsumura, S. (2003). Modeling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics 24(4): 465-491. Rodrigo, V., So. Krashen, and B. Gribbons. (2004). The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System 32: 53-60. Week 13; November 29 – Language processing This week we take a look at the issue of information processing. In many ways this ties in to the discussion of memory in that in SLA theory the main focus on information processing is for noticing and encoding forms into long-term memory. Readings: Myles, F. (1995). Interaction between linguistic theory and language processing in SLA. Second Language Research 11(3): 235-266. Hahne, A. (2001). What’s different in second language processing? Evidence from event-related brain potentials. Journal of Psycholinguistic Research 30(3): 251-266. Pienemann, M. (2002) Issues in second language acquisition and language processing. Second Language Research 18,3: 189-192. DeKeyser, R. (2003). Implicit and explicit learning. In A. Davies and C. Elder. (eds.). The handbook of applied linguistics. Oxford: Blackwell, pp. 313-348. Segalowitz, N. (2003). Automaticity and second languages. In A. Davies and C. Elder. (eds.). The handbook of applied linguistics. Oxford: Blackwell, pp. 382-408.Week 14; December 6 – Output/Interaction This week we take a rather quick look at the issue of output in general and interaction. Within the field of SLA this has been one of the biggest issues of the last few years and is having a large impact on teaching approaches to second and especially foreign languages. Readings: Seidenberg, M. (1997) Language accusation and use: Learning and applying probabilistic constraints. Science Vol. 275, pp. 1599-1603. Bygate, M. (1988) Units of oral expression and language learning in small group interaction. Applied Linguistics 9/1: 59-82. Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12: 267-296. Cheng, W. amd M. Warren. (2003). Indirectness, inexplicitness and vagueness made clearer. Pragmatics 13(3): 381-400. Izumi, S. (2003) Comprehension and production processes in second language learning: in search of the psycholinguistic rationale of the output hypothesis. Applied Linguistics 24/2: 168-196. Watson-Gegeo, K and S. Nielsen. (2003). Language socialization in SLA. In C. Doughty and M. Long. (eds.). The handbook of second language acquisition. Oxford: Blackwell, pp. 155-177. Barkhuizen, G. (2004). Social influences on language learning. In A. Davies and C. Elder. (eds.). The handbook of applied linguistics. Oxford: Blackwell, pp. 552-575. Giles, H. and A. Billings. (2004). Assessing language attitudes: Speaker evaluation studies. In A. Davies and C. Elder. (eds.). The handbook of applied linguistics. Oxford: Blackwell, pp. 187- 209. Homework: Week 15; December 13 - Variability This week we return to the issue of differences between L1 and L2 learning and address the issue of variability. In this case we are looking in variability in the forms that people produce rather than the processes of learning. This is an important issue in SLA because it ties in with the issue of ultimate achievement/development in SLA. The idea is that all speakers of a language (even native speakers) vary their language but the issue for non-native speakers in the SLA tradition is whether this variation is planned or not. Further, the issue of systematicity in variation is of concern in SLA. Readings: Adamson, H.D. and O. Elliot Jr. (1997). Sources of variation in interlanguage. International Review of Applied Linguistics in Language Teaching 35(2): 87-98. Ellis, R. (1999). Item versus system learning: Explaining free variation. Applied Linguistics 20(4): 460-480. Davies, A. (2004). The native speaker in applied linguistics. In A. Davies and C. Elder. (eds.). The handbook of applied linguistics. Oxford: Blackwell, pp. 431-450. Verspoor, M., W. Lowie and M. van Dijk. (2008). Variability in second language development from a dynamic systems perspective. The Modern Language Journal 92: 214-231.? Final Project: The final project will be a continuation of the midterm project. Please do not forget to do it and hand it in at the symposium on December 14.Also, this is my final paper as a final-term exam in Second Language Learning Theories course. Although it was not very perfect in terms of the organization or contents, it was the starting point of my academic growth. I wrote about the Input-based teaching to teaching grammar, reflecting my own teaching situation which especially focuses on grammar teaching in preparation for standardized proficiency test. Sookmyung Women's UniversityGraduate School of TESOLSecond Language Learning TheoriesDaHyeon, Noh (1341305)Final paperInput-based teaching to teaching grammarIntroductionGrammar teaching not only takes an important part in second language acquisition, but also has conflicting views of many researchers. As a TOEIC teacher in Korea, I always spend a lot of time in teaching grammar to students. I can see that students want to learn an English grammar as a rule which helps them to solve the questions in test. On the other hand, they want to improve their English as a language which they really use for communication in real life. My teaching approach is similar to input based teaching, and I talk about input processing and input based teaching for grammar. Also, I want to compare the processing instruction as a representative of input based approach to other approaches to teach grammar. The question is that what is the processing instruction and whether it is effective or not. If processing instruction is effective to grammar teaching, what is the difference from other approaches. Studies on Input and Input processing Since the introduction of the Input Hypothesis (Krashen, 1989), SLA theorists agree that the quantity and quality of L2 language input is a critical factor in the development of a learner's interlanguage. However, researchers also generally agree that 'comprehensible input is necessary but not sufficient for intake to occur.'(Izumi, 2002) By extension, there are four types of input processing from different four researchers. First, according to the discussion of Chaudron's (1985) model, there are three stages of intake. They are the preliminary intake, the subsequent intake and final intake. the preliminary intake means that the perception of input, the subsequent intake is recoding and encoding of the semantic linguistic knowledge in long-term memory, and final intake is that learners fully understand and integrate the linguistic information in the input into their interlanguage system. During input processing, processing operates with continuous interaction and exchange of information in working memory. After comprehending input to intake, learners may go to the third stage where their interlanguage system is restructured and developed by noting gap. Once this procedure is completed, learners are ready to use it and make outputs. Also, they can receive feedback to test, confirm or revise the system. Chaudron's (1985) model provides an overview of input-processing. However, the notion of gap noticing is ambiguous and not clear when and where this operation takes place. Second, Sharwood Smith (1986) focused and elaborated on the acquisitional asepct of input processing that is similar to Chaudron's (1985) concept of final intake. He consented the view of Chaudron, his five stages of input processing starts out with making comparisons between their semantic representations and the total meaning representations. After that, learners adjust their semantic representations by comparing the representations and understand a structure with their current grammar. And they compare the original structure and the new on to restructure their current language system. In his model, he emphasized the use of rich and complex input instead of simplified input. To restructure language system, learners can use extra linguistic cues, linguistic environment when they don't understand the input with their current system. However, his model has a not answered that how learners understand and adjust their current grammar, competence and language system even they don't understand input by comparing representations. Gas's (1997) model is similar to Chaudron's (1985) and Sharwood Smith's (1986), he emphasized the importance of negotiated interaction during input processing and acquisition. When learners fail to communicate with others, they want to negotiate for meaning. In this process, learners can receive additional input, and their attention can be focused on the problematic features in the input. In conclusion, additional interaction and negotiation give learners chance to make mental comparisons between their current and interlanguage system. Of course, during this negotiated interaction, the input can be enhanced. At this point, there must be incomprehensible input as well as comprehensible input. If there is no incomprehensible input, learners don't need to restructure their system and compare two representations to adjust it. In other words, 'because of the incomprehensibility of the input, learners' attention is drawn to the specific structure' (Yayun, 2008, p.6). The last model is Carroll's (1999, 2000) Autonomous induction theory. In this model, linguistic faculty consists of a chain of representations, 'with the lowest level interacting with physical stimuli, and the highest with conceptual representations' (Carroll, 1999). The two processes are working together to process input. First is that the integrative processor combines smaller representations into larger units, and the second is that the correspondence processor is responsible for transferring the representations from one level to the next. 'The representations are categorized and combined according to UG-based or long-term memory-based rules. This procedure outlines how input is processed for parsing' (Yayun, 2008, p.6). As an example of interplay between comprehensible and incomprehensible input which is said above, is the Processing Instruction approach developed by VanPatten and his collaborators (Slobin, 1985; VanPatten, 1996, 2002, VanPatten & Cadierno, 1993a, 1993b). In this approach, they try to 'induce failure and generate the need for learners to divert from their default processing strategies to attend to the specific form that requires acquisition (Yayun, 2008, p.6). It needs comprehensible and incomprehensible input together for development of interlanguage grammar. Studies on Processing Instruction to teaching grammarIn the 1990's VanPatten introduced a model of input processing to describe how second language learners derive intake from input. (VanPatten, 2002). The main idea of it is that learner process input for meaning before form and that the capacity of working memory is limited. According to this model, learners will process content words first as a meaning, and forms may not be noticed if lexical items encode the same meaning. Also, learners tend to ascribe agency to the first noun encountered in a sentence (Lee & VanPatten, 2003, p.139). On this theoretical basis, Van Patten(2002) developed Processing Instruction, as a methodological approach to second language teaching which attempts to manipulate input to push learners away from their natural but "non-optimal processing strategies" and make better "form-meaning connections"(VanPatten, 2002, p.764). Before introducing Processing Instruction, Traditional Instruction for grammar teaching has a procedure. First, teachers give students input with their focused grammar point. Students understand it, and make a system to process their intake in their heads. Teachers and students can practice it together repeatedly by using drills. If students succeed in making a language system and take intake into the system, they can produce it and teachers can check the output to see the understanding of students. However, VanPatten raised a question, why some students succeed in taking intake and producing output, and other students fail to do that? He insisted that in grammar teaching, practice and output are not important and the problem of some students who failed to produce output is that they failed to make intake from input. The most important thing in grammar teaching is that how well students understand input and make intake, it means that something must happen between input and intake. Therefore, he focused on input instead of output and practice. In other words, teachers have to help students to make intake more effectively by suggesting input processing instruction. If VanPatten just introduced this model, it was not a big issue in second language acquisition field. He insisted that learners must attend to form and structure in order to obtain meaning. In this procedure, learners focus on the meaning, not only form and he called this input 'structured input'. For getting grammar form, learners think about the meaning of input, and can depend on the form. VanPatten focused on the process that learners receive intake from input by using input processing strategy given by teachers. Compared to traditional instruction, processing instruction emphasizes on comprehension of learners. Lee and VanPatten stated that "structured input activities are the most important aspect of this instructional approach to grammar" (Lee & VanPatten, 2003, p.142).Recent Research on Processing Instruction Benati(2005) compared the effects of processing instruction and traditional instruction and meaningful output instruction on the acquisition of the English simple past tense in second language learning. In his study, the processing instruction resulted in the best scored on the interpretation test. Of course, all three instructions showed improvement on the production test. This study can be interpreted that 'processing instruction is superior to both traditional and more meaningful output-based activities in restructuring the learners' system' (Robison, ??, p.5). Also, he said that the benefits of processing instruction can be generalized to other languages. In 2006, Buck's research also concluded the similar results which confirm VanPatten and Cadierno's research (1993). She compared three groups, on group received processing instruction, one received traditional instruction and control group received no form-relevant instruction on acquiring on the English progressive aspect. Both processing and traditional instruction groups showed improvements on the interpretation test, but the processing group was significantly better. On the production test, processing instruction groups was superior in the test. Last, Cheng (2002) studied the effects of processing instruction to compare to traditional instruction on acquisition of the Spanish copular verbs. He used interpretation task, a sentence production task, and a guided composition task to measure students' improvements. In the results, the processing instruction group outperformed to traditional instruction group on the interpretation task. Despite the fact that processing instruction not gives the learners to produce language, the learners can reconstruct their language system to represent the target forms and produce it. However, there are researches having different view about processing instruction compared to other hypothesis. In Farley (2000), processing instruction and meaning-based output instruction produced positive effects on interpretation and production tests for English native students learning Spanish subjective. After initial instruction about the formation, use of the form and location, the processing instruction group had oral and written input activities. For meaning-based output instruction group, students were required to produce forms based on trigger input also express their own opinion or belief. In his discussion, there was no significant difference on the interpretation tests between two groups. Although he argues that 'processing instruction affects the learner's developing system via intake, which can then be accessed for production, and the processing instruction can be used with more complex grammar structures' (Robison, ??, p.7). But, he couldn't conclude which is superior, input or output, for language acquisition. Kim (2001) studied on the relative effects of structured input versus meaningful production practice on the acquisition of English relative clauses. The results showed that both groups demonstrated improved performance on all tests in spite of little difference for two groups. However, Kim found that processing instruction group was superior on comprehension test, therefore concluded that 'comprehention-based activities cause learners to process more deeply and increases retention, thus processing instruction may have produced better results in previous studies because of its focus on meaning' (Robison, ??, p.8). He argues that both instruction types can contribute to the development of the learner's interlnaguage if it meaning is kept in focus. Compared to another input based teaching, White (2008) made a research to determine whether the effectiveness of structured-input activities in processing instruction. His research consisted of four different input treatments: input flood, input flood with text enhancement, structured-input, and focused input on the interpretation and production of Spanish third person clitics. But, no significant differences were found between any of the groups on the sentence-level and discourse-level production tests. All of them showed some improvement in both production and interpretation and none of the groups showed significant production improvement. ConclusionUntil so far, I talked about input processing model and processing instruction to teaching grammar. There are diverse views and researches for supporting contradicting models. However, I can confirm that processing instruction can leads to acquisition or the learning or linguistic knowledge. Also, as a teacher, I have to consider the importance of meaning based teaching. In many studies, meaning-based teaching can be more effective than traditional instruction with diverse input. If teachers use input in appropriate ways, grammar teaching can be more effective and meaningful for students' second language learning. REFERENCESEmma Marsden. (2005). Input-based grammar pedagogy: a comparison of two possibilities. The Language Learning Journal. No 31, 9-20.ILKAY CELIC-YAZICI. (2007). A STUDY OF THE EFFECTS OF PROCESSING INSTRUCTION ON THE DEVELOPMENT OF ENGLISH WH-QUESTIONS USED BY TURKISH EFL LEARNERS. Interlinguistica, ISSN 1134-8941, pp.250-260.Hossein Hashemnezhad and Sanaz Khalili Zangalani. (2012). The Effects of Processing Instruction and Traditional Instruction on Iranian EFL Learners' Writing Ability. English Language Teaching; Vol. 5, No. 11, p.125-135.Madhu Neupane. (2009). Processing Instruction: An Input Based Approach for Teaching Grammar. Journal of NELTA, Vol. 14, No. 1-2, p.111-118.MASAHIRO TAKIMOTO. (2007). The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency. Applied Linguistics 30/1: p.1-25.Michael H. Long. (1981). INPUT, INTERACTION, AND SECOND-LANGUAGE ACQUISITION. Annuals New York Academy of Sciences, p.260-278.Natsuko Shintani. (2012). Input-based tasks and the acquisition of vocabulary and grammar: A process-product study. Language Teaching Research 16(2): 253.Robert DeKeyser et al. (2002). What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten's "Processing Instruction: An Update". Language Learning 52:4, pp.805-823.Rod Ellis. (1999). INPUT-BASED APPROACHES TO TEACHING GRAMMAR: A REVIEW OF CLASSROOM-ORIENTED RESEARCH. Annual Review of Applied Linguistics 19, p.64-80.RONALD P. LEOW. (1998). The Effects of Amount and Type of Exposure on Adult Learners' L2 Development in SLA. The Modern Language Journal 82, p.49-68.Setiono Sugiharto. (2005). INTERPRETATION-BASED APPROACHE TO GRAMMAR TEACHING: NEW DIRECTIONS IN THEORY AND PRACTICE. TEFLIN Journal, Vol. 16, p.169-180.SHARON UNSWORTH. (2012). The role of age of onset and input in early child bilingualism in Greek and Dutch. Applied Psycholinguistics, p.1-41.Yayun Anny Sun. (2008). Input Processing in Second Language Acquisition: A discussion of Four Input Processing Models. Teachers College, Columbia University, Working Papers in TESOL & Applied Linguistics, Vol. 8, No. 1.Ⅳ. Practicum- Lesson plansIn this part, the lesson plan I and my teaching partner made for English in Action speaking class in Sookmyung University is introduced. We had language function ‘giving advice’ and theme ‘health’, so all the activities focused on them.Lesson Plan for Week 3 (March 17th) - finalTeaching Group: Group 3 (Sujung, Kim/ Dahyeon, Noh)Theme: HealthFunction: Giving adviceObjectives: Students will be able to:ask questions to receive advice.give advice to solve a problem.provide appropriate suggestions for the problem.Target Languages:Vocabularies:Health: initiate exercise, floss, fluoride, pick at, get regular ~ exams (checkups)Giving advice: You / we could (always)..., You / we should..., You'd /we'd better..., Why don't you / we…, You / we ought to, Do... (imperative), Have you thought of..., If you'll take my advice, you'll…, I'd..., Don't...(negative imperative), Whatever you do, don't..., How about..., If I were you I would..., I wouldn't .... (if I were you), You need to…TimeActivity ProceduresBig sister’s roleMaterials10 min.10 min.20 min.5min.7 min.3 min.5 min.20 min.20 min.3 min.1 min.15 min.1 min.20 min.2 min.1 min.3 min.2 min.10 min.2 min.15 min.10 min.IntroductionWarm upIntroduce students some pictures which expressing health problem and talk about the theme(health)Give students time to think and talk about their own experience having problem in healthActivity 1: Inference quizGive students the envelops including image cardsExplain students what they are going to do with the cards (discuss and correct the answers that which food is good for which part of body)Students have time to discuss and decide their answersOne of the students in each group present their answers to the classCorrect the answers with students and check their number of correct answersGive groups which have correct answers prizesExplain the effect of food very brieflyActivity 2: Role-playEach student is given one role-play card describing a problematical situation in healthWhile one student plays a role who has a health problem, the other students give advice to handle the situation in detail (by using the reading contents and food information which is used in last task)The other students make instructions which the student followEvery group member plays their own rolesActivity 3: Guessing a problemExplain students will meet exchange students in Sookmyung Women’s University and they have a health problem adjusting to a new life in Korea. Therefore they want to give advice on health to the exchange students.Big sisters give students cards. Each student picks up one and they cannot see the picture they chose. All the students who pick a card should turn over the card in front of them. If a big sister is one of the students in the group, she also cannot see the picture she chose.Explain students who will answer the problem on the card will be an exchange student and they have been having trouble on their health but do not know what the health problem is. Therefore they have decided to receive advice from others to figure out what their health problem is (students in Sookmyung Women’s University).Each student who will answer the problem on the card as an exchange student should raise and show her card to their group members and listen to the advice from other group members. Then, she has to guess the problem in the picture she has without seeing the picture. In this situation, all the students who give advice to an exchange student who is holding a picture should give at least one advice for one problem card. When the exchange student who will guess the problem on her own card receives advice from all the members in her group and guesses the health problem on the card correctly, students can go on to the next exchange student and do the same round.A group who guess all the problems of all the members in the group first will be a winner.Activity 4: InterviewExplain students will interview an exchange student about their health problems adjusting to a new life in Korea.Distribute an interview sheet to students.On the interview sheet, students brainstorm in groups and write their 2 or 3 potential health problems as an exchange student.After that, T explains one student will be an exchange student who has health problems and another student will be a Korean student in Sookmyung Women’s university who will give advice.Students interview other group members through going around the classroom to get advice on the health problems on their sheet.When they do the interview, they start the interview through asking a question such as ‘I have a problem on … What should I do? Or could you give me some advice about …?’ The interviewee will be a Korean student in Sookmyung Women’s University who will give advice on health problems. The interviewer will be an exchange student who will receive advice on health problems from the interviewee. The interviewer writes advice on their interview sheet after receiving the advice for their problem from the interviewee.A student (interviewer) who receives the most advice will be a winner.Share the winner’s advice in a class.Extra activity: quick replyBig sister will have a card with a problem and show the card to the Ss in a group.Ss have to provide advice for the problem.A student who answers last will be a loser.The loser will pick one of the slips that the big sister has and follow the direction in the slip.Ss will do this 5 rounds.ClosingTalk with their little sistersShare own experiences togetherHelp distribute envelopes to studentsHelp students to infer answers and talk activelyHelp distribute the cards Help students to participate in role-playDistribute cards to students and let them do not see the picture and tell them turn over the cardEncourage all the students give at least one advice for one problem cardHelp teachers distribute the sheetsSupervise whether students are appropriately interviewing their partnerEncourage students to ask for advice and give adviceShow a problem card/ Let the loser pick a slipPictures EnvelopesImage cardsRole-play cardsPictures of exchange studentsInterview sheetProblem cards/Slips for penaltyLesson Plan for Week 3 (March 19th) – finalTeaching Group: Group 3 (Sujung, Kim/ Dahyeon, Noh)Theme: HealthFunction: Giving adviceObjectives: Students will be able to:ask questions to receive advice.give advice to solve a problem.provide appropriate suggestions for the problem.Target Languages:Vocabularies:Health: initiate exercise, floss, fluoride, pick at, get regular ~ exams (checkups)Giving advice: You / we could (always)..., You / we should..., You'd /we'd better..., Why don't you / we…, You / we ought to, Do... (imperative), Have you thought of..., If you'll take my advice, you'll…, I'd..., Don't...(negative imperative), Whatever you do, don't..., How about..., If I were you I would..., I wouldn't .... (if I were you), You need to…TimeActivity ProceduresBig sister’s roleMaterials10 min.15 min.5 min.15 min.15 min.15 min.20 min.2 min.17 min.1 min.5 min.10 min.IntroductionWarm up: Making daily routine worksheet & Giving adviceStudents are given the daily routine worksheetStudents have time to complete their sheetStudents have time to compare their worksheet one another and find out the problemsStudents make the best daily routine for health by discussing togetherHealth tips for exchange studentsShow students the picture of the health care center of Sookmyung Women’s UniversitySet the context in which students are working as a consultant to give advice on health for exchange studentsGive students time to think and share their ideas about what kinds of problems the exchange students have concerning healthComplete the worksheet (simply write down the problem they discussed)After completing the worksheet, pass the worksheet to the right group. Thus, all the groups will have other group’s worksheet.Prepare advice for the health problem on the worksheet.Create a poster to give advice for the problem to the exchange student based on the information in the worksheet.Put the poster on the wall.Poster presentationEach group presents their advice for the exchange students on health problems.2 of the students in a group will be presenters as consultants in the health care center of Sookmyung Women’s University and other 2 students will be exchange students. After 6 min., students exchange their role.Share ideas about advice on the health problems for the exchange students.Put stickers on the best poster.Give a prize to a winner.Share the advice of the best group.ClosingHelp distribute the worksheetEncourage and students to share ideas about potential health problemsHelp students create a posterVote for the best posterDaily routine worksheetPictureWorksheetA1 papers, marker pens, color pensⅣ. Practicum- MaterialsIn English in Action Speaking class, we tried to use diverse materials as input for students. Since most of the students were in relatively high level in speaking, we had to use a variety of materials to get attention from them as well as to motivate them to engage in the class more effectively. It would be helpful to think about my own teaching class situation which usually deals with only reading materials.MaterialsWarm up: What is your learning experience?Language Learning Past Experiences SurveyWhat language(s) have you studied before?Why did you study this language?How did you study? (school, classes, books, tutor, software, audio tapes/cd's etc)How was your experience? Do you feel it was successful?What did you find most difficult?What did you find easy?What would you do differently now?Any special experience?Activity 2: Learning styles and recommend learning waysWhat is your learning style?1. You are about to give directions to a person. She is staying in a hotel in town and wants to visit your house. She has a rental car. Would you:V. draw a map on paper?R. write down the directions (without a map?A. tell her the directions?K. collect her from the hotel in your car?2. You are staying in a hotel and have a rental car. You would like to visit a friend whose address/location you do not know. Would you like them to:V. draw you a map?R. write down the directions (without a map)?A. tell you directions?K. collect you from the hotel in their car?3. You have just received a copy of your intinerary for a world trip. This is of interest to your friend. Would you:A. call her immediately and tell her about it?R. Send her a copy of the printed intinerary?V. show her a map of the world?4. You are going to cook a dessert as a special treat for your family. Do you:K. cook something familiar without the need for instructions?V. thumb through a cookbook looking for ideas from the pictures?R. refer to a specific cookbook where there is a good recipe?A. ask for advice from others?5. A group of tourists has been assigned to you to find out about national parks. Would you:K.drive them to a national park?V. show them slides and photographs?R. give them a book on national parks?A. give them a talk on national parks?6. You are about to purchase a new stereo. Other than the price, what would most influence your decision?A. a friend talking about it?K. listening to it?R. reading the details about it?V. its distinctive, upscale appearance?7. Recall a time in your life when you learned how to do something like playing a new board game. Try to avoid choosing a very physical skill, i.e. riding a bike. How did you learn best? By:V. visual clues-pictures, diagrams, charts?R. written instructions?A. listening to somebody explain it?K. doing it?8. Which of these games do you prefer?A. Pictionary?R. Scrabble?K. Charades?9. You are about to learn how to use a new program on a computer. Would you:K. ask a friend to show you?R. read the manual which comes with the program?A. telephone a friend and ask questions about it?10.You are not sure whether a word should be spelled "dependent" or "dependant". Do you:R. look it up in a dictionary?V. see the word in your mind and choose the best way it looks?A. sound it out?K. write both versions down?11. Apart from price, what would most influence your decision to buy a particular textbook?K. using a friends copy?R. skimming parts of it?A. a friend talking about it?V. it looks OK?12. A new movie has arrived in town. What would most influence your decision to go or not go?A. friends talking about it?R. you read a review about it?V. You saw a preview of it?13. Do you prefer a lecturer/teacher who likes to use:R. handouts and/or a textbook?V. flow diagrams, charts, slides?K. field trips. labs, practical sessions?A. discussion, guest speakers?Test results① As a Visual Learner,In Class You Should:Underlineuse different colorsuse symbols, charts, arrangements on a pageWhen Studying You Should:use the "In Class" methodreconstruct images in different waysredraw pages from memoryreplace words with symbols and initialsDuring Exams You Should:recall the pictures of the pagesdraw, use diagrams where appropriatepractice turning visuals back into words② As an Aural Learner, In Class You Should:attend lectures and tutorialsdiscuss topics with studentsexplain new ideas to other peopleuse a tape recorderdescribe overheads, pictures, and visuals to somebody that was not there.leave space in notes for later recallWhen Studying You Should:understand you may take poor notes because you prefer to listenexpand your notesput summarized notes on tape and listenread summarized notes out loadexplain notes to another Aural personDuring Exams You Should:listen to your voices and write them downspeak your answerspractice writing answers to old exam questions.③ As a Reading/Writing Learner, In Class You Should:use list, headinguse dictionary and definitionsuse handouts and textbooksreaduse lecture notesWhen Studying You Should:write out the words again and againreread notes silentlyrewrite ideas into other wordsorganize diagrams into statementsDuring Exams You Should:practice with multiple choice questionswrite out listswrite paragraphs, beginnings, endings④ As a Kinesthetic Learner,In Class You Should:use all of your sensesgo to lab, take field tripsuse trial and error methodslisten to real life examplesuse hands-on approachWhen Studying You Should:understand you may take notes poorly due to topics not seeming relevantput examples in note summariesuse pictures and photos to illustratetalk about notes with another Kinesthetic personDuring Exams You Should:write practice answersrole-play the exam situation in your roomActivity 3: Language learning tips!Activity 4: Choosing a way for learning languages and tell the reason!Watching a movieWatching a dramaStudying at instituteHaving a friendUsing a smartphone app.Reading a bookStudying with friendsReading a newspaperWriting a diaryListening to songsStudying grammarStudying vocabularyActivity 5: What should we do as a teacher?Time managementIn this class, it is difficult to conclude the class on time. Since there are some delays or faster ending of each activity, it is not easy to match the ending time as scheduled. For students as well as teachers, starting and ending time is very important because all have different time schedules before and after the class. As a teacher, how can we handle this problem?FeedbackIn this speaking class, everyone has different expectations about the feedback from the teacher. Some students want to get corrected feedback exactly by teachers, while others expect more indirect types of feedback. Since every student has different learning styles and personalities, how can we deal with this feedback problem as a teacher?MotivationMost of university students are not very motivated and interested in language learning while some are enthusiastic in it. They are attending this class as this course is essential to graduate from school. Without students’ motivation and certain amount of enthusiasm, it is really difficult to make a good class. As a language teacher, how can address this motivation problem?Mixed-levelThere are different level-students in this speaking class. When trying some challenging items during the class, some students who are in relatively lower level can feel get lost and frustrated while others in higher level enjoy the class. On the other hand, higher level students can be bored when doing something easier than their level. How can you resolve this problem?MaterialsAs other classes do, this speaking class has goals to improve students’ speaking ability. However, there are various materials to be used in the classroom like worksheet, book, article and so on. Also, all students have different preferences in materials. To make all students concentrate on the class and feel interested in the materials, how can you set up the materials?Activity 6: Think about …① How technology changes language educationA group of fifth graders fiddle with their smartphones in the classroom. Instead of telling them to put them away, the teacher approaches with her own smartphone and shares some Internet resources.In another elementary school in Gyeonggi Province, a group of mentally challenged children curiously approach a robot named Engkey, programmed to teach English. As the top part of the robot flips open, a woman’s face appears on the screen and the children are instantly curious about what the “robot teacher” has to say.These are some examples of so-called “smart education,” the integration of education and electronic devices and information technology, that is taking place in Korea.For years, the Korean government has been seeking to channel Koreans’ tech-savvy nature into education by implementing a smart education system for all elementary, middle and high schools. Sejong City Office of Education said Monday that it had finished a citywide inspection to ensure that all its schools’ smart education systems were up and running. Education offices in Daegu and Seoul followed suit, with the former expanding the number of model schools for smart education this year from four to six, and the latter commencing on a similar project.Although the Education Ministry recently announced that it was reassessing the smart education plan due to concerns about a lack of digital educational content, educators across the country are pursing measures to use technology to change the face of education.One of the biggest advantages of smart education is the instant accessibility of a vast range of information, which can be particularly significant in language education.“It’s still difficult to get a lot of English language materials. But (on the Internet) we have access to English newspapers from all over the world at our fingertips,” said Shelly Luke-Wille, the elementary school principal at Chadwick International.She said access to the Internet also means communication channels to native speakers, which opens up “a rich language opportunity” to approach these speakers and broaden relationships.Hector Ramirez, a senior education advisor at the educational publishing firm Houghton Mifflin Harcourt, said exposure is key when learning a new language.“As smartphones and tablet computers become more and more prevalent, there are more opportunities than ever to learn and to practice skills. Making the most out of every opportunity to speak and communicate is very important,” he said. Exposure to native speakers and accessibility to the Internet have both been part of enhancing the quality of education. But some have even tapped into children’s interest in robots to enhance English education.In 2010, the Daegu city government kicked off a pilot project to use 29 Engkey robots to teach English to youngsters at 21 schools across the city. The 1-meter-tall robot has an LED panel that displays an avatar face of a teacher and is remotely controlled by instructors.“On average, students gave between 4.2 and 4.5 points (out of 5) for their interest toward the robot teacher, indicating a very high interest,” a Korea Institute of Science and Technology report on the project said. It also showed that students understood most of the content, generally scoring between 3 and 5.Overall, smart education has been proven to boost students’ interest in subjects by allowing them to partake in lessons through research, debate and other methods that are made easier by smart devices. But there have been concerns that access to a nearly unlimited supply of information may be a double-edged sword. “An excessive reliance on cutting-edge technology may deteriorate students’ ability to proactively take part in the learning process,” said Han Kyu-jung, a professor of computer education at Gongju National University of Education, By tapping on a keyboard, students are able to instantly find answers to their questions. This is demonstrated by the slang word “googling,” meaning the use of the search engine Google to find information on a certain topic.The information, however, often lacks depth and knowledge of the related field, raising the risk that students will absorb superficial data instead of developing critical thinking skills.“The easily gained information in the digital age is not really yours; it just stays inside you for a little while and passes on. Smart education must require students to think for themselves,” Han said. “Rather than using smart devices to lecture, a good teacher would lead his or her students to analyze what they’ve learned, debate, digest the information and share it with others.”Despite the potential dangers, which also include risk of addiction to the Internet and smartphones, experts agree that smart education has huge potential. When implementing the smart education system, teachers should be careful not to just replace books and notes with digital devices and think that is enough, Chadwick’s Luke-Wille said.“What we say to teachers is, ‘Don’t use the technology unless it really enhances the (learning) experience,’” she said. “Technology allows the learning to be much more student-centered. I think that’s a huge part of the way the technology is able to change the dynamic in the classroom.”② Families separate for overseas educationIn November, a man in his 50s committed suicide in his house in Incheon. He was a “goose father,” one of about 200,000 Korean dads who send their families abroad for their kids’ education, while remaining in Korea to work.The electrical engineer had sent his kids and wife to the U.S. in 2009. But shortly after they left, the man lost his job. He lived off unemployment benefits and savings, sending most of it to his family in the U.S. His wife worked at a restaurant there to support the children. Throughout the four years, he never got to see his family, as he could not afford to travel there. “Goose fathers” emerged here back in the 1990s, when sending one’s children to study abroad at a young age became popular. Today, Korean parents spend some 20 trillion won ($18 billion) on private education each year, much of it on English education. Young Korean children continue to say good-bye to their dads to study abroad and speak English more fluently, while this often leaves their fathers vulnerable to loneliness, financial difficulties, and even health problems. ‘Money supplying machine’For former goose father Park, who didn’t want to reveal his first name, the experience of living alone in Korea was a “nightmare.” He lived in a tiny studio in Seoul for nearly six years, while his wife was with their two daughters studying in Canada. He would very often volunteer for night shifts at work, and drink heavily, because he wanted to avoid going home where “no one was there to greet” him. He wired 90 percent of his salary to Canada, for his daughters’ education, until his wife returned to Seoul to live with him last year. “It wasn’t the life of a human being,” he said. “I don’t even want to think about it. I was practically a money supplying machine.”In literature and pop culture Goose fathers and their ― mostly miserable ― lives have been often featured in literature and pop culture throughout the past decade. Author Jung Mi-kyung’s 2006 short story “I Was Given Balkan Roses,” is about a lonely goose father whose wife wants a divorce. His children, living with his wife in San Francisco, also send him emails saying that they don’t want to go back to Korea, although they miss him. He spends much of his free time searching the Internet, while occasionally having sex with his neighbor named Jae-yi, who works at a hospital as a nurse. Jae-yi is not willing to get serious with him, while he develops a terminal illness.So why send the kids in spite of the ordeal?‘More than just English’Kim Jun-hyung, a businessman whose job requires a high level of English, sent his two children to the U.S. with his wife about three years ago. Although he never studied overseas, Kim speaks and writes fluently, having won a number of awards for his language abilities in college. But Kim said one of the reasons why he sent his kids is because he wanted them to learn English in an “easier way.”“I can speak and write English fluently, but (learning the language in Korea) required a lot of time and energy from me,” he told The Korea Herald. “The process can be very tiring at times. And I often feel limits as a non-native speaker. Reading and writing can be relatively easier, but listening comprehension is still challenging for me sometimes. I just wanted my kids to learn the language in a more efficient, less time-consuming and less stressful way.”But English wasn’t the only reason why Kim sent his children abroad. He wanted them to grow up in a less competitive environment. “It may sound random, but I find food cheaper in the U.S. than in Korea,” he said. “So the kids can enjoy more meat and vegetables at a cheaper price. And they can also enjoy sports and other outdoor activities even during high school, which are practically banned in Korean high schools ― since you have to dedicate all your time studying for university entrance exams. I just wanted the kids to enjoy health and leisure during their teenage years, rather than being overly stressed in a competition-driven environment.”Konkuk University professor Yeom Ji-sook said the main reason why so many dads send their children overseas is Korean society itself, which puts a lot of emphasis on one’s educational background. She has a point. Suicide remained the single largest cause of death among young people here for three straight years from 2008 to 2010. Of the young people polled, 8.8 percent said they had thought about committing suicide, with 53.4 percent citing excessive education-related competition as the main cause for it. “I don’t think the ‘goose fathers’ and their problems will ever be solved unless the systemic problem of the society ― the competition, constant discrimination against one’s academic background ― are fixed first,” Yeom told The Korea Herald. Tips for the fathersDr. An Hui-jean, a scholar and professional therapist, has been dealing with a number of geese fathers in the past. One of the fathers she used to know died abruptly of cancer ― very similar to what happened to the protagonist of author Jung’s “I Was Given Balkan Roses.”“It’s easy for geese fathers to fall into alcohol or extra marital affairs, as they often struggle with isolation and loneliness,” An told The Korea Herald. “But this man I knew became a workaholic instead. He overworked himself to fight loneliness. And that eventually destroyed his health. When he found out he had cancer, it was too late; it was at terminal stage.”An said it’s important for geese fathers to accustom themselves to a regular life, eat healthy and properly, and get involved in a social circle or a community that will accommodate their emotional needs. She also suggested making use of Internet services as much as possible, such as Skype, to get in touch with the family regularly.However, An said she personally would not recommend being a goose father to begin with. “It is not good for the children, either, because they don’t get to witness the positive example of a married couple while growing up,” she told The Korea Herald. “Many of them may end up thinking of their fathers as a person who brings them money, while their mothers are their drivers and ‘academic managers.’ Drivers and money suppliers aren’t exactly mothers and fathers.“By being a goose father, you are sacrificing your present for the future,” An continued. “But that future may never come to you the way you want it to be.”A child’s point of viewA young professional works at a big local corporation where her job requires dealing with English-speakers on a daily basis. The woman, who is in her 20s, spent almost 10 years in Canada with her mother and her sibling, while her father stayed in Korea to support her education and living cost.Fluent in both Korean and English, she thinks her bilingual ability ― which she acquired while living in Canada ― gave her an edge in the competitive local job market. When asked whether she thinks she would have been able to speak English the way she does now if she never got to study overseas, her answer was short and simple: “No, of course not,” she said. “I just know that that wouldn’t have been the case. There are things you can learn by being ― not ‘studying’ ― when you are living in an English-speaking country.”And what does she think she feels regrettable the most? “It’s the time we lost,” she said. “The fact that my father wasn’t able to be physically with me while I was growing up. The fact he and I missed out on all of it ― being a dad to a teenage girl, and being a teenage daughter to dad.”③ More Korean universities offer English-only lecturesIt would be an understatement to say Korean students are heavily committed to studying English.They spend much more time studying the language than their peers in other OECD nations, and students learn English throughout the 12 years they spend in elementary, middle and high school, not to mention kindergarten.And as English continues to be a priority even after they enter college ― with English considered a prerequisite for landing decent jobs after graduation ― most university students here take a general English course for one or two years alongside other major subjects.Many undergraduates are now required to complete certain credits in English and to acquire high scores on English proficiency tests, such as TOEIC or TOEFL, in order to receive a degree from their respective universities.The trend has spurred more and more public and private universities to offer courses conducted entirely in English. “One key driver of this trend is that Korean universities are increasingly concerned about their roles in an increasingly globalized world,” Sohn Dong-young, an associate professor in the department of media and communication at Hanyang University, told The Korea Herald.“I also teach my course in English with the aim of helping students better prepare for a globalized job market,” he added.To foster the global competitiveness of their students, now several universities, including Ulsan National Institute of Science and Technology, have started to offer all courses exclusively in English.Kim Keon-woo, a 23-year-old computer engineering major, said he would be happy to attend more English-only lectures.“For students like me, who want to go abroad to study or work, having the experience (of taking English-only classes) is highly useful,” he said.Currently, English-only lectures account for about one-third of the total lectures in most universities. Yet more schools are now trying to increase that proportion not only to encourage students to go abroad, but also to attract overseas students, according an official from Hanyang University. To introduce more English-only lectures, universities here have been recruiting professors who are English proficient and providing them with financial incentives. Students, on the other hand, get more scholarship opportunities by attending English-only lectures.Nevertheless, some educators remain critical as to whether universities should teach more courses in English. Linguists, in particular, argue that teaching in English is very different from teaching English. They insist that students’ learning efficiency may decline if they attend English-only classes, arguing that certain subjects, such as Korean history and literature, would be better taught in Korean. A recent survey taken by 2,400 university students also raises questions about the effectiveness of English-only classes. According to the survey, about 40 percent of students understand less than 60 percent of the content in such classes, while only 27 percent of the respondents said they were able to understand 80 percent or more of the class.Nearly half of the respondents said they questioned the efficiency of such English-only courses, while 24 percent found them to be helpful.“Lectures conducted in English are not properly operated due to the low level of students’ comprehension,” said Lee Kwang-hyun, a professor of education at Busan National University, who carried out the student survey. Sohn of Hanyang University also disagrees with the idea of teaching all subjects in English.“We should be careful because the most important thing universities can do for their students is to provide the best possible learning experience,” he said. “It is up to these schools to try and make the learning experience more useful and enjoyable.”④ Early English education thrives amid concernsSong Joo-hee (not her real name) regularly takes her 3-year-old son to a private English school in Seoul as public kindergartens here do not offer English language classes.Despite spending more than $1,400 a month for the program, she sends her child to there in order to help him think in English and be immersed in an English-speaking environment.“For one thing, I don’t want my son to be frightened of learning English. I believe the younger (he is when) he starts learning, the better,” she told The Korea Herald.English-language kindergartens, more commonly known as “English kindergartens,” have become popular among Korean parents, especially those who can afford their typically high tuition fees.These schools, which provide all their programs in English, are not classified as kindergartens but as private institutions since the Ministry of Education does not allow English to be taught in public education to students under the age of 8. There is no official data available, but reports suggest that there are more than 200 “English kindergartens” in Seoul alone and hundreds more across the country.Private English preschools here typically run a full-day kindergarten program, targeting children between the ages of 30 months and 6 years. School hours and curriculum vary between schools, but typically 10-15 children in a class learn everything in English through native instructors.Some private institutes have also started offering music, art and physical education, including ballet and even taekwondo, in English to meet demand from the growing number of Korean parents looking for ways give their children a “unique” English learning environment.English kindergartens usually cost more than public and private ones. A recent survey by the education ministry shows that the schools charge an average monthly fee of 1.1 million won ($1,040), more than $12,500 a year ― higher than the tuition for most public colleges in Korea.Despite the high fees, preschool English education is an emerging market in Korea and more and more Korea parents are looking for ways to give their kids a head start in English learning.Yet, the optimal age for children to begin foreign-language learning is still a hotly debated topic here. Some parents, especially those who aspire for their children to study overseas or work for multinational corporations, believe starting early will give them a head start and help them outstrip their peers.Some educators argue, though, that very young children may not readily acquire a command of a second language, and may weary of learning English in their later years. “Children also might easily miss out on the basics if they start to learn everything in English before having a good command of their mother tongue,” said Yeom ji-sook, a professor at the department of early child education at Konkuk University.“I believe children should start to learn English after achieving a full command of their native language,” she added.More important than the question of when to begin learning, however, may be that of the method used, according to Lee Yeon-sook, a director of English kindergarten in Seoul.“I think language is not something that can learned through books. If language learning is to be effective it has to be fun, not a source of stress,” she said.⑤ Korea shifts English focus to communicative skill teachingFrom grammar analyses and pattern drills to a communication-centric approach, English teaching methods have evolved over the past decades with researchers striving to find more effective ways to learn the language. These methods have been formulated as the pedagogical focus has shifted from offering as much English input as possible to learners, to encouraging them to speak and write the language, and interact with one another.Currently, English education in Korea focuses on fostering students’ communication skills. Applying the “communicative language teaching” method, teachers have tried to engage students in the pragmatic, authentic and spontaneous use of the language.In a departure from the rote memorization of grammar rules and words, Korea altered its classroom curriculum to center on communicative aspects in the 1990s when the government was pushing for the country’s globalization.“Rather than passively memorizing words and sentence structures, students are now encouraged to actively engage in language games in groups with teachers ‘teaching English in English’ and promoting interaction among all participants,” said Kim Tae-young, professor of English education at Chung-Ang University.“But in actuality, there are, of course, limits in implementing a communication-centered approach as students are oriented toward preparing for the state college entrance exam, and because of physical classroom constraints.”To overcome various constraints including teachers’ lack of proficiency in English, teachers have capitalized on the Internet, computer software and other audio-visual aids. Those high-tech tools have helped create an environment for a more authentic use of the target language, experts said.With the development of various teaching methods and theories, teachers have also sought to offer “tailored” English lessons in consideration of various factors including students’ levels of proficiency, and their cognitive and affective features. But the gap has been widening between their educational ideals and classroom realities.“Yes, we all pursue ideal educational methods. But oftentimes, those ideals turn out to be far-fetched dreams as we apply the same evaluation methods to all students to grade and rank their performances,” said Won Kyu-wang, a teacher at Goyang Global High School in Gyeonggi Province.Korea’s English education methods have been influenced by major shifts in the world’s language teaching trends.In the 1970s and ’80s, linguist Stephen Krashen’s “input hypothesis” figured prominently in the field of second language acquisition.Krashen emphasized the importance of the “comprehensible input” that learners are exposed to. With little attention to the effect of the output on learners’ competence, the scholar argued that understanding spoken and written language input is a critical part of the language acquisition.In particular, Krashen argued that learners should be exposed to input that is “a bit beyond” their current proficiency level. That way, learners can be challenged to make progress, while not being overwhelmed by the difficulty of language learning.His hypothesis waned after French immersion education in Canada, in which the input was a key learning factor, turned out to not be so successful.Challenging Krashen’s hypothesis, linguist Merrill Swain came forward with her “output hypothesis,” which argues the comprehensible output is as significant as the input in the process of acquiring a foreign language.She argued that when learners produce or speak a foreign language, they notice their errors, which would enable them to recognize their linguistic shortcomings and try to modify them. But Krashen countered Swain’s hypothesis, claiming that output was rare, and the comprehensible output was even rarer.Another crucial hypothesis focuses on “interaction.” This hypothesis, led by Michael Long, argues that the acquisition of the language is considerably facilitated by face-to-face interaction and communication. Under the hypothesis, learners can enhance their foreign language by exchanging feedback in the process of negotiating with their counterparts for meaning. The current mainstream communicative language teaching is based on this hypothesis.MaterialsWarm up: 4 ways to give an opinionActivity 4: English Education FairLanguage course descriptionsThe Best Language InstituteOur methodsEngaging, interactive and communicative teaching methods play an essential part in all our classes. We know from experience that this is the only way to prepare our students to communicate effectively in English in the world today.Our teachersWe only employ the most highly qualified and experienced teachers. The experience and qualifications of our teachers ensure that they provide each student with a bespoke learning solution. Our teachers are committed to professional development. Many have taken further courses to allow them to specialize in particular types of teaching.Title of Course: Complete EnglishGoal: Improve every aspect of your communication skillsCourse outlineOur Complete English courses are designed to improve every aspect of communication. Each lesson has clear objectives that contribute to your overall progress and move you closer to achieving your language goals. In every class, your teacher will provide you with the activities and monitor your progress. With guidance, correction and feedback from your teacher, you will become better, more fluent and more confident when communicating in English.On this course you will:Learn to speak more fluentlyGain confidence in all aspects of EnglishProgress towards your personal language goalsDays and timesStudents attend classes four times a week between Monday and Friday. Classes are available mornings and evenings. Each class is 90 minutes.LevelsStarter to AdvancedThe number of students in one classClasses are limited to 16 studentsTitle of Course: Current AffairsGoal: Get engaged by discussing topics straight from the headlinesCourse outlineMany students become bored with learning language when the topics are not relevant or timely. On the Current Affairs course students discuss thought-provoking topics straight from the headlines. If you already have a firm foundation in English, this course will help you build your ability to fluently discuss nearly any mainstream topic in English with precision and confidence.On this course you will:discuss interesting topics from news headlinesfine-tune your speaking skillsimprove your cultural understanding of the different countriesDays and timesStudents attend two 90-minute classes during the week and one three-hour class at the weekend.LevelsUpper Intermediate and AdvancedThe number of students in one classClasses are limited to 16 studentsTitle of Course: myClassGoal: Learn authentic everyday English with real-life topics and practical tasksCourse outlinemyClass will focus on authentic everyday English with real-life topics and practical language tasks.Build your confidence in speaking EnglishDevelop your spoken ability in a real-life situationReceive personal feedback on your performanceActivate your English in class?Use English during class time: practice, practice, practice!?Learn the essential words and phrases to say what you want?Work on pronunciation in class to help you speak naturallyExtend your learning out of classConsolidate your grammar, vocabulary, listening and reading by completing fun and interactive online language exercises related to your studies and receive instant feedbackOn this course you will:learn to speak more confidentlypractice listening more attentivelylearn phrases that help with your fluencyDays and timesStudents book a lesson that suit their interests and schedule first, then attend classes which they book. Lessons are available mornings and evenings. One lesson is 90 minutes.LevelsElementary/Pre-Intermediate / Intermediate / Upper IntermediateThe number of students in one classClasses are limited to 16 studentsTitle of Course: Short StoriesGoal: Boost your English by discussing classic English short storiesCourse outlineLovers of literature will thrive on this course, which is based around a collection of fascinating English short stories. While books form its central theme, this course helps develop speaking as well as reading skills through in-class discussions. These discussions will build your speaking confidence and ability to fluently express opinions on a range of topics. The course exposes you to a variety of sentence structures and vocabulary preferred by different authors. It also puts your critical thinking skills to the test.On this course you will:build speaking fluency by discussing fascinating English short storiesgain exposure to a variety of sentence structure and vocabularylearn critical thinking?Days and timesStudents participate in Short Stories classes once a week. Each class is 90 minutes. Classes are available in the evenings, from Monday to Friday, throughout the year.LevelsClasses are designed for Upper-intermediate to Advanced levels and limited to eight students so teachers can provide individualized attention.The number of students in one classClasses are limited to 8 studentsWorksheetName of the Academy:Our methodsOur teachersTitle of Course: Goal: Course outlineOn this course you will:Days and timesLevelsThe number of students in one classRegistration formName of the Academy:Title of Course:#Student Name12345678910111213141516Ⅳ. Practicum- ReflectionsIn this part, the individualized and deep reflection on teaching class in Sookmyung Women’s University. All classmates communicated and interacted well by writing reflections every week and commenting suggestions and compliments.Reflection for week 06<What happened?>We did some activities related to the theme ‘dating’ by describing daily routine. From describing students’ own daily routines to others’ specific daily routines, students learned about the practical tips for describing daily routine. There were diverse materials such as video, worksheet, picture and role card. On Tuesday, my little sisters were eager to participate in the first activity which was completing the paragraph with their chosen words. The completed paragraph were different from one another and a little bit strange and wired, they really liked that and laughed a lot. Also, it gave students time to practice speaking and warm up. After that, they answered the question they picked by themselves randomly. There were some penalties, students enjoyed doing that. While watching the video describing girl’s and boy’s different routines before dating, students took some notes and shared their description with group members. Making their own morning routines for special day and best dating plan were followed. The last activity was suggesting better date for the couple given out. On Thursday, after several small activities of describing daily routine, students made a poster including their own creative suggestions. <What went well?>As I said above, my sisters really enjoyed the very first one, completing the story by using their words. Since they wrote down some information they came up with without any information, the completed story became really unexpected and interesting. During sharing the different routines before dating according to the gender, little sisters shared their own morning routines naturally. It went quite well I think. Also, picking up the question from the cup was interesting because it made the activity more fun and interesting. Even though the activity was simple one to answer the question, students seemed having fun to pick up the question straws. It was really good idea to motivate students. Trying to manage time by using timer and giving students exact activity time before starting was good. Some of the students looked at the timer in the screen during the activity. Also, this week’s teaching group dealt with the language items, I mean the real practical tips for language function at the middle of the class. I think it is definitely good for students to think about their speaking and accuracy for achieving language function. <What didn’t work well?>Giving direction was a common problem all we have I think. Using microphone was not familiar with big sisters, so direction was not clearly delivered to students. Overall, describing routine was not easy theme to deal with I think. My little sisters got a little bit bored and distractive because most of the activities were overlapped. Actually, since we all have our own theme for two classes, it is not easy to make creative and something new related to it. Students asked my why they had to describe other’s routine so much. I think it would be better to use students’ own routine or dating plan for the activity. If most of materials are not real and authentic, students probably think like that it isn’t meaningful and don’t know why they have to do it. Although making poster is good and big enough to wrap up the whole class, I heard that some students said about the poster. They said making poster is too much used in this class. Actually, I don’t have any creative idea to replace making poster, many we need to think about another wrap up activity except making poster. We did make poster almost every week. <What can I do next?>While participating in activities with my little sisters, I talked about my experience a little bit more and students seemed interested in it. When they don’t have anything to talk about anymore, it could be good for them to listen to my speaking and keep the conversation going. Also, I tried to let students take turns for doing activity. They followed the turns well and relatively same opportunities to speak were given out I think. I will talk about taking turns next time and let them know I want them to follow the rules with designated time. Giving their own roles will be working well I think. For example, student 1 will draw some images on the poster and student 2 will be a presenter and student 3 write down the idea organizationally. I will do my role more actively as a facilitator from next class. I think controlling them a little bit more could be helpful to lead and follow the class more effectively. Ⅳ. Practicum- Mid-term examIn English in Action Speaking class, my partner Sujung and I made the Mid-term exam materials by consulting the reading assignments given by each teaching group, including our own teaching group as well. We had an opportunity to connect the teaching and assessment by ourselves. We considered validity, reliability and practicality in making a good assessment. Stephen van VlackSookmyung Women’s UniversitySchool of EnglishEnglish in Action SpeakingMidterm Exam - Spring 2015Name: Student Number:Match the following descriptions with the correct name (1 point each)BautaThe costume consisted of an ankle length black overcoat and/or gown made from heavy fabric and usually waxed, protective gloves and a bird-like mask with a long beak.Medico della peste (The Plague Doctor)It is often highly decorated with gold, silver, crystals and feathers. It is held up to the face by a baton or is tied with ribbon as with most other Venetian masks.ColumbinaThe costume consists of a tricorn black hat, a veil and a tabarro, a mantle, which doubles over the shoulders, originally white, deep-blue or red in color, and decorated with frills and fringes.GnagaIt is the iconic modern Venetian mask: it is often stark white though also frequently gilded and decorated, and is commonly worn with a tricorn and cloak. It is secured in the back with a ribbon.Volto (Larva)The traditional ( ) outfit includes female clothing and a mask portraying a female cat.Fill in the blanks using the words on the list given below (2 points each)clammy coarse erratic impulsive prosaic shaggy squashy stocky (1)He dreaded having to shake hands with her parents as he knew his hands were?_______________.(2)He asked his friend to come with him to buy a suit because he knows he's _______________ when he shops.(3)All four suspects are _______________ with short haircuts, and three wore checked shirts with collars and short sleeves in the courtroom.(4)Compared with his earlier, delightfully inventive work, his second novel was disappointingly _______________.(5)A bed is covered in big _______________ pillows.(6)Their long _______________ hair protects them from the cold winters and rainy weather.(7)The fabric was surprisingly _______________ considering its price.(8)His _______________ attendance does not instill confidence.Read the passage and answer the questions.Easter eggs, also called Paschal eggs, are (1) decorated/decorating eggs that are often (2) given/giving to celebrate Easter or springtime. As such, Easter eggs are common during the season of Eastertide (Easter season). The oldest tradition is to use (3) dyed and painted/dying and painting chicken eggs, but a modern custom is to substitute chocolate eggs, or plastic eggs (4) filled/filling with confectionery such as jelly beans. Eggs, in general, were a traditional symbol of fertility, and rebirth. In Christianity, for the celebration of Eastertide, Easter eggs symbolize the empty tomb of Jesus: though an egg appears to be like the stone of a tomb, a bird hatches from it with life; similarly, the Easter egg, for Christians, is a reminder that Jesus (5) rose/rising from the grave, and that those who believe will also experience eternal life.Circle the correct verb form among the underlined words [from (1) to (5)] (1 point each)True or False questions. Circle the correct answer. (2 points each)Eggs for Easter generally symbolized fruitfulness and resurrection. ( T / F )Chocolate eggs or plastic eggs which are modernized Easter eggs can be stuffed with sweets. ( T / F )The Easter eggs represents that spring was over. ( T / F )Arrange the sentences given below in a correct order. The first step will be ‘1’ and the last step will be ‘7’. Write the number of the order in the parentheses considering an appropriate process. (4 points)You can prepare by buying a few simple and versatile ingredients that you can use to create a great meal at a moment’s notice. ( )Planning to take your date to a nice restaurant on Valentine’s Day can backfire. ( )If you are concerned one of these situations will occur you can have a plan B by being prepared to go home and cook your date a fabulous meal if the restaurant is too hectic on Valentine’s Day. ( )For example the restaurant may lose your reservations, be too busy to honor your reservation or the restaurant may be too crowded to have a relaxing experience. ( )This way you will be prepared if anything goes wrong plus the ingredients won’t got to waste because you can always use them later in the week. ( )In these cases you might want to consider not having dinner in the restaurant because it will be too complicated and not at all relaxing. ( )Even if you make reservations well in advance there can still be complications. ( )Read the passage and answer the questions. (2 points each)( C ) weekdays, I wake up ( A ) twenty past seven, but I get up ( A ) half past. I have a shower, and then I have breakfast. I usually have a white coffee and toast for breakfast, but some days I have biscuits or cookies! People ( B ) the USA say "cookies" and people ( B ) the UK say "biscuits". After breakfast I get dressed and I go to work ( A ) quarter past eight. I walk to the train station. That's about ten minutes. I get the train ( A ) 8.30 and I get to Atocha train station ( A ) ten to nine, and then I walk to my office. I start work ( A ) nine. I work from nine to two, and from three to six ( B ) the afternoon. I have lunch ( B ) my office. I often have a sandwich and a piece of fruit. Sometimes I have a chocolate bar, too! After work, I go shopping for food and things for the house. I get home before half past seven. I rest a bit, and then I do some housework. ( A ) about nine I cook dinner for my family and me. We usually have dinner ( A ) half past nine. After that, we watch TV or I read a book. I usually go to sleep ( B ) front of the TV set or the book! I'm very tired! I go to bed ( A ) midnight. ( A ) the weekend, my day is much better! I sleep more and I relax. Sometimes I go out for a drink with friends or my family and I go out for a meal. Once a month we go ( C ) a day trip to the countryside or the mountain. We need to breathe fresh air! Sometimes I stay home, and I listen to music, or watch films or movies with my family. I also like drawing and dancing! Sometimes I go dancing with my friends. It's fun! ( C ) Sunday evening I usually read a bit, novels!Write the correct preposition that commonly goes into the blanks ‘A’. Answer: Write the correct preposition that commonly goes into the blanks ‘B’. Answer: Write the correct preposition that commonly goes into the blanks ‘C’. Answer: Fill out the table appropriately according to the categories provided. (1 point each)Occasionally, Early, Often, Usually, Already, Immediately, Hardly ever, FinallyAdverbs of timeThese can answer the question ‘when?’Adverbs of frequencyThese can answer the question ‘how many times?’ 7. Choose the appropriate sentence for the blanks. (3 point each)Humans need food and water to live. Kids especially need to eat healthy food — and enough of it — to grow and develop. But for some kids, they might hear someone say that food makes them " fat" or they might start to worry about their bodies and how they look — and some kids stop eating right, eat too little, or try to make themselves throw up after they eat.Dangerous HabitsNot eating right can make kids sick. ( ① ) If this goes on for a long time, kids can get very sick and need to go to hospital to be fed through a tube in their nose.In some extreme cases, people can't stop dieting and get so thin and so sick that it can even lead to death. Why, then, would anyone do it? Well, there isn't just one answer — there are many.( ② ) We see these people's bodies on TV, the Internet, or in a magazine and might feel that we want to look like that, too, because they seem rich and happy all the time.A lot of us wish we looked more like celebrities or thinner friends — there's nothing wrong with wanting to be slimmer, healthier, or happier. Most kids just enjoy looking at pictures of famous people and seeing them on TV, but it doesn't make them change their own lives.But sometimes this wish to be thin, or assuming that all thin people are happy, can lead to some dangerous thinking and behavior when it comes to food. Some people go on a diet, which means they start eating less food — and sometimes dieting can get out of control. ( ③ ) Some brag about not being hungry or not needing to eat. But this can be the start of unhealthy eating problems.Anyone can have an eating disorder: boys and girls, kids, teens, and adults. Let's find out more about eating disorders.What Causes Eating Disorders?There really is no single cause for an eating disorder. Most kids who develop anorexia do so between the ages of 11 and 14 (although it can start as early as age 7), and there are many reasons why. ( ④ ) They might be depressed or stressed about things and feel as though they have no control over their lives. They see what they eat (or don't eat) as something that they can control.( ⑤ ) Girls get involved in competitive gymnastics, cheerleading, or beauty or modeling pageants also might be more likely to develop an eating disorder. All of these girls know their bodies are being watched closely, and they may develop problems if they try to make their bodies more "perfect."When boys develop eating disorders, it's usually because they're in a sport that emphasizes weight, such as wrestling. Wrestlers compete based on weight classes. For instance, there's one class for 75-pound boys and another for 80-pound boys. Wrestlers feel pressure to stay in their weight class, which is called "making weight."? Some kids at school might start competing about how little they have eaten that day.? Not eating enough food or eating food and then throwing up can cause problems with growing and developing in a healthy way.? Sometimes kids involved in certain sports might feel they need to change their body or be thin to compete.? Some kids just don't feel good about themselves on the inside and this makes them try to change the outside.? Some say it's because there are lots of very thin models and movie or TV stars.8. Choose the inappropriate sentence for the paragraph. (There are 4 inappropriate sentences in the article, 3 point for each,)Recent evidence suggests that good nutrition is essential for our mental health and that a number of mental health conditions may be influenced by dietary factors.One of the most obvious, yet under-recognized factors in the development of major trends in mental health is the role of nutrition. The body of evidence linking diet and mental health is growing at a rapid pace. ①Some studies have suggested a link between what you eat and depression, but there isn’t enough conclusive evidence to say whether or not it can definitely make a difference. As well as its impact on short and long-term mental health, the evidence indicates that food plays an important contributing role in the development, management and prevention of specific mental health problems such as depression, schizophrenia, attention deficit hyperactivity disorder, and Alzheimer’s disease.Nearly two thirds of those who do not report daily mental health problems eat fresh fruit or fruit juice every day, compared with less than half of those who do report daily mental health problems. This pattern is similar for fresh vegetables and salad. Those who report some level of mental health problem also eat fewer healthy foods (fresh fruit and vegetables, organic foods and meals made from scratch) and more unhealthy foods (chips and crisps, chocolate, ready meals and takeaways).A balanced mood and feelings of wellbeing can be protected by ensuring that our diet provides adequate amounts of complex carbohydrates, essential fats, amino acids, vitamins and minerals and water. ②While a healthy diet can help recovery, it should sit alongside other treatments recommended by your doctor.Healthy eating on a budgetA healthy diet can be more expensive. Fish, fruit and vegetables can be particularly pricey. However, by cutting down on sugary drinks and snacks, takeaways and alcohol, you can save money so you can buy healthier foods.Take care to buy only as much as you know you can use within the next few days, to reduce waste. ③You can also cut your costs by taking advantage of special promotions and by shopping at market stalls, which are often cheaper than supermarkets. If you live alone you could save money by splitting purchases with friends (buying bulk is usually cheaper) or by cooking several portions of a dish and freezing some of them. This also saves energy and saves you the effort of preparing meals every day. Frozen fruit and vegetables are often cheaper than fresh produce and are usually just as good nutritionally (with no wastage). ④Fresh fruit and vegetables are usually cheapest when they are in season. Beans, lentils and soy mince are also cheaper than meat and just as nutritious.Regular mealsEat regular meals throughout the day to maintain blood sugar levels. ⑤What we are eating now is very different from that of our recent ancestors. Make sure you eat at least three meals each day. Missing meals, especially breakfast, leads to low blood sugar and this causes low mood, irritability and fatigue. If you feel hungry between meals you may need to include a healthy snack egg, fruits, nuts and cereals. Protein in your dietInclude protein at every meal to ensure a continuous supply of the amino acid tryptophan to the brain. We all need to eat enough protein to maintain our skin, organ, muscle and immune function but recent research suggests that one particular component of protein, the amino acid tryptophan, can influence mood. ⑥Where possible, maintain a good balance of fruit, vegetables, carbohydrates, protein and omega 3 sources throughout the year in order to be in good physical condition.Supplements of tryptophan were tested in studies and in some were shown to improve the mood of people with depression. The supplements were not considered safe and were removed from the market. However, you can ensure your brain gets a regular supply of tryptophan by including at least one good sized portion of protein at each meal ie. meat, fish, eggs, milk, cheese, nuts, beans, lentils (dhal), or a meat substitute such as textured vegetable protein or mycoprotein.Variety of foodEat a wide variety of foods to keep your diet interesting and to ensure you obtain all the micronutrients you need. ⑦The more varied your diet, the more likely you are to obtain all the nutrients you need. If you have bread at one meal, try cereal or potatoes, rice or sweet potatoes at the others. Make sure you include at least 2 portions of different fruits and/or vegetables and a protein food at each meal.Include some red meat and fish, as they are good sources of vitamin B12, another nutrient that seems to be associated with mood. ⑧It is also important to eat your 5 a day which can benefit your mental as well as physical health. If you are vegetarian or have a limited budget, include fortified soy mince and yeast extract to increase your intake of this vitamin.Fish in your dietInclude fish, especially oily fish, in your diet.⑨A few studies suggest that omega 3 oil supplements may reduce symptoms in people with depression on antidepressant medications. These studies are small but we know that a proper balance of omega 3 and omega 6 oils in the diet is important. If you don’t like fish you could try an omega 3 supplement (choose one that is purified, contains no vitamin A and has a high eicosapenanoic acid (EPA) content – take no more than 1g EPA per day). ⑩There is some evidence that foods that are rich in some essential fatty acids found in oily fish, like mackerel, salmon, herring, sardines, kippers and fresh tuna can help to relieve stress. 9. Make the right order for the whole article. (5 point for each)A. Successful stories of young graduates Greg James, 'Determined people succeed’① You have to have a plan in place, even if it's a sketchy one. Have short-term and long-term aims. In my final year at university, my short-term aims were to gain experience at BBC local radio, work on the local community station, try and get some real FM presenting experience and get a meeting/pilot at Radio 1. My long-term aim has always been to get a show on Radio 1.② I genuinely think that the majority of people will decide that their dream job is too hard to achieve, too competitive and "oh well it's all about luck". All of these are true actually, but why should that stop you? The really determined people will always succeed and, in many ways, need people to give up and find it too much like hard work to make way for them.③ My chosen career has always been competitive but I never thought about other people going for the same jobs. It's human nature to compare your progress to your peers but I suppose my advice would be to try not to. Be focused on what you want and how you are going to get it.④ The best jobs aren't supposed to be easy, that's what makes them challenging. If you like a challenge, don't listen to the nay-sayers, just keep your head down and go for it. And look, one day, you might even get to write your own sanctimonious Guardian article.⑤ Of course it is a very tough time economically to find employment straight after university, but it is by no means impossible. It might take several months longer to find a job after graduating than maybe it did five years ago, but there is work out there. ⑥ I hate saying this to people but really, this piece of cliche advice is key. You must never get down-trodden by the knockbacks because there will be loads. You can achieve your dream job whatever it is but … here comes the cliche … you simply must not give up on it. Be prepared to work hard and for long hours and at the start probably for little or no money but it will be worth it in the end. ⑦ It sounds easy for me to say it now, but I always thought that with really bloody hard work, dedication, a willingness to put myself out for them and a load of luck, I could get to Radio 1. You also have to be a complete nerd about the business you want to get in to. Know as much as you can about it, then you can feel part of it and understand how it works.The right order: B. Keep clear goals Pamela Nash① This was lucky; but also a result of me trying everything I could do to get on. Eventually I landed a part-time job in House of Fraser, Glasgow which allowed me to earn money three days a week and gain relevant experience the rest of the time. After a year I was promoted to a full-time position as a parliamentary assistant.② Get as involved as possible with organisations in your field of work; for example as well as being active in my local Labour party, I also joined associated campaigns and think tanks and stood for election to the Scottish youth parliament.③ Pressures on graduates this year are higher than ever before with the number of opportunities being squeezed. At a time like this it is important that you keep clear career goals and do everything in your power to get there; taking on voluntary work or learning additional skills is vital. ④ I knew it was important to balance earning with improving skills and employability but I found it hard to get a part-time job. While job hunting I wrote to my MP to have a moan about the situation for graduates generally, but also to ask if there were any opportunities in his office. He asked me to meet him and offered me an internship. ⑤ Most importantly, do not lose heart. Luck is when preparation meets opportunity, so be ready.⑥ I do not envy anyone graduating in 2012; it was difficult enough when I graduated in 2006; even then there were not many jobs for new social science graduates. I was living alone and found it difficult to stay afloat, and was surprised and embarrassed about the situation I found myself in.⑦ Do not worry when you have to take on a job you'd rather not to make ends meet. Sort out your finances as soon as possible and make sure you are getting the benefits you are entitled to if you are still looking for work, and live within your means.The right order:10. Read the paragraph and answer the questions.1. Don't study grammar too much. This rule might sound strange to many ESL students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar. Studying grammar might slow you down and confuse you. You will think about the rules when creating sentences instead of naturally saying a sentence like a native. Remember that only a small fraction of English speakers know more than 20% of all the grammar rules. Many ESL students know more grammar than native speakers. I can confidently say this with experience. I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years. However, many of my students know more details about English grammar than I do. I can easily look up the definition and apply it, but I don't know it off the top of my head. I often ask my native English friends some grammar questions, and only a few of them know the correct answer. However, they are fluent in English and can read, speak, listen, and communicate effectively. Do you want to be able to recite the definition of a causative verb, or do you want to be able to speak English fluently?2. Practice speaking, what you hear!In order to speak English fluently, you need to practice speaking. Don't stop at the listening portion, and when you study, don't just listen. Speak out loud the material you are listening to and practice what you hear. Practice speaking out loud until your mouth and brain can do it without any effort. By doing so, you will be able to speak English fluently.3. Learn and study phrasesMany students learn vocabulary and try to put many words together to create a proper sentence. It amazes me how many words some of my students know, but they cannot create a proper sentence. The reason is because they didn't study phrases. When children learn a language, they learn both words and phrases together. Likewise, you need to study and learn phrases. If you know 1000 words, you might not be able to say one correct sentence. But if you know 1 phrase, you can make hundreds of correct sentences. If you know 100 phrases, you will be surprised at how many correct sentences you will be able to say. Finally, when you know only a 1000 phrases, you will be almost a fluent English speaker. 4. Don't translate When you want to create an English sentence, do not translate the words from your Mother tongue. The order of words is probably completely different and you will be both slow and incorrect by doing this. Instead, learn phrases and sentences so you don't have to think about the words you are saying. It should be automatic. Another problem with translating is that you will be trying to incorporate grammar rules that you have learned. Translating and thinking about the grammar to create English sentences is incorrect and should be avoided.5. Submerge yourselfBeing able to speak a language is not related to how smart you are. Anyone can learn how to speak any language. This is a proven fact by everyone in the world. Everyone can speak at least one language. Whether you are intelligent, or lacking some brain power, you are able to speak one language. This was achieved by being around that language at all times. In your country, you hear and speak your language constantly. You will notice that many people who are good English speakers are the ones who studied in an English speaking school. They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly. There are also some people who study abroad and learn very little. That is because they went to an English speaking school, but found friends from their own country and didn't practice English. You don't have to go anywhere to become a fluent English speaker. You only need to surround yourself with English. You can do this by making rules with your existing friends that you will only speak English. You can also carry around an iPod and constantly listen to English sentences. As you can see, you can achieve results by changing what your surroundings are. Submerge yourself in English and you will learn several times faster.A. What is the most suitable topic for the reading? (3 point)? Several tips for studying English? How to develop your target language speaking skills? Find the best ways to speak English? The steps for learning target language skillsB. According to the paragraph, how can students improve speaking ability? (3 point)? Leaners try to translate the target language into their mother tongue.? Learners have to study correct grammar rules to make a right sentence.? Learners change their surroundings to include the target language.? Learners listen to the target language as much as possible.C. Based on the above reading, what is not a good way to practice English speaking? (3 point)? Learn useful phrases rather than individual word? Set the rules with their acquaintances to use only English? Speak out loudly while listening to English constantly? Make a sentence by putting together correct grammar rulesD. Write your own tip related to the above reading topic. (1 point) Ⅳ. Practicum- Needs analysisThe needs analysis for students in English in Action speaking class is showed here. As a teaching assistants, all of us in Practicum course participated in making the survey for getting ideas about what and how to teach students. Based on this needs analysis, all classes were designed to meet the students’ needs in light of interest, learning goal, preferred materials and so forth.STUDENT SURVEY Major (??): Year (??): Age (??): ____In order to provide you with more effective and satisfying English in Action Speaking class this semester, we would like to ask you few questions through this survey. Please answer the following questions. The results of this survey will only be used for the preparation of this class.????? ??? ???? English in Action Speaking ?? ???! ??? ?? ????? ????? ??? ???? ???, ????? ????? ????? ???. ??? ??? ???? ??? ??? ??????. ????? ????? ??? ???? ??? ??? ????. 1. Which word below best describes your personality in general? ??? ??? ???? ?????? ???? ???? ??? ???????.Introverted -----1----------------2----------------3----------------4----------------5------- Extroverted (???) ????? ????? ?? ????? ????? (???)2. Briefly describe your English learning experience. ??? ???? ??? ??????.In school (????)How many years? (??/?)Private tutoring (??)How many months? (??/?)In a language institute (??????)How many months? (??/?)Living abroad (??????)Where? How many months?(??, ??/?)/Having foreign friends(?????????)How many months? (??/?)3. What do you do with English? How many hours do you use it per week? ??? ?? ??? ??? ?????? (?? ?? ??????)Purpose (??)Studying (??)Working (??)Socializing (??)Hours / per week (?? ??)4. Have you ever taken any standardized exams? Indicate which one(s) and the approximate score received. ????? ?? ?? ???, ??? ??????.Name of the test (OPIc, MATE, TOEIC, TOEFL, etc.)Score5. What are your plans for the future? What job would you like to have? ???? ??? ?????? ?? ??? ?? ?????6. What parts of English skills do you have the most confidence in? Rank the following in order (1=most confidence, 8=least confidence) ?? ?? ??? ?? ??? ????? ?? ?? ???? ??? ?????. (1=?? ????, 8=?? ????). VocabularyReadingSpeakingWritingGrammarPronunciationListeningTest preparation7. How would you rate your English proficiency? Circle the appropriate rate.??? ?? ??? ???? ??????? (??? ??? ???? ????.) ReadingIntermediate ?Advanced? Superior??SpeakingIntermediate ?Advanced? Superior??WritingIntermediate ?Advanced? Superior??ListeningIntermediate ?Advanced? Superior??8. How confident do you feel speaking English? Check the scale below.??? ?? ???? ??? ???? ?????? ?? ???? ?? ??????.Very low ---------- Low------------------- Average-------------------High--------------------- Very high9. How comfortable do you feel listening to English? Check the scales below.???? ?? ??? ?? ????? ?? ???? ?? ??? ???.Very low ---------- Low------------------- Average-------------------High--------------------- Very high10. How friendly are you with English. Choose one below???? ??? ??? ?????? ?? ???? ?? ??? ???.English is my friend.English is my enemy. 11. What types of English learning tasks would you like to do in this class? Rank the following in order (1=most preferred, 10=least preferred)English in Action Speaking ???? ??? ??? ?? ?? ?? ??? ?????? ???? ?? 1?? 10?? ??? ??????. (1=?? ??, 10=? ??)StorytellingPronunciationDescribingRole playDiscussionsVocabularyIndividual presentationGiving opinionsGroup presentationListening12. What types of materials would you like to use in this class? Rank the following in order (1: Most preferred, 9: Least preferred)English in Action Speaking ???? ????? ?? ????? ?????? 1?? 9?? ???? ???? ??? ?????. (1:?? ??, 9:? ??) WorksheetMovie clipsPicturesCartoonsVideoSound bytesGraphsShort articlesRealia13. What kinds of topics are you interested in? Rank the top 5. ?? ?? ?? ??? 1?? 5?? ???? ???? ??? ?????. (1:?? ??, 5: ? ??) Culture differenceStudy abroadJobs & CareerSuperstitionTravelCelebritiesShoppingLeisure activitiesFood (cooking)FashionFriendsDating/relationshipsFamilySportsHolidaysSocial issuesMoviesTechnologyArt/ MusicHealthLanguage Learning14. What do you think is the best way to learn English???? ?? ? ?? ? ?? ??? ????? ??????16. Do you have any concerns about this class?? ?? ?? ???? ?? ?? ?, ??? ?? ?? ????? ??? ??????.SURVEY RESULTSQuestionsDetailsAverRemarkPersonality3(1:Introverted, 5:Extroberted)LearningExperienceIn school11YearPrivate tutoring17MonthInstitute24Living abroad12Foreign friend353PurposeStudying8 Hours per weekWorking2 Socializing1 4Standardized ExamsOPIcAL　Mate　TOEIC902 TOEFL106 ILETS8 6ConfidenceVocab4 (1:Least confident, 8:Most confident)Low Average: less confidentHigh Average: More confidentGrammar3 Reading6 Pronunciation5 Speaking5 Listening6 Writing3 Test Prep4 7English ProficiencyReading2 1: Intermediate 2: Advanced 3: SuperiorSpeaking2 Writing1 Listening2 8Speaking Confidence　3 1: Very low 2: Low 3: Average 4: High 5: Very high9Listening comfortableness　3 10Friendliness with EnglishFriend23 23 Ss think Englishis their friends.4 Ss think English istheir enemy. Enemy4 11Preferred TasksStorytelling6.3462(1:Least preferred, 10:Most preferred)Low Average: Less preferredHigh Average: More preferredDescribing5.9 Discussions7.0 Individual presentation4.0 Grouppresentation3.5 Pronunciation6.5 Role play5.9 Vocabulary5.1 Giving opinions6.6 Listening5.2 12Preferred MaterialsWorksheet3.2 (1: Least preferred, 9: Most preferred)Low Average: Less preferredHigh Average: More preferredVideo6.5 Realia4.6 Movie clips7.9 Sound bytes4.8 Pictures5.4 Graphs2.8 Cartoons5.1 Short articles4.7 13Interesting topicsCulture difference12 (The number of Ss who checked the topic)High Numbers: The numbers of Ss preferring the topicLow Numbers: The numbers of Ss less preferring the topic Superstition4 Shopping5 Fashion1 Family1 Social issues10 Art / Music8 Study abroad10 Travel15 Leisure activities5 Friends4 Sports4 Movies13 Health2 Jobs & Career6 Celebrities2 Food (cooking)6 Dating &Relationships6 Holidays4 Technology4 Language learning9 Ⅴ. Third Part: Research- Action researchIn this part, the action research which my classmates and I made is introduced. In action research, after finding out the problematic areas from the English in Action Speaking class and implemented five intervention plans to improve problematic areas. We collected diverse data such as student’s survey, teacher’s survey, reflection, and observation through video recording and analyzed them to make a conclusion. This is in an effort to make better class by interacting students and by carrying out the specific plans. PracticumAction Research ProposalDahyun Noh (1341305), Minyoung Park (1342345), TaeEun Kim (1342768)June 8, 2015Sookmyung Women’s University Graduate School of TESOL1. IntroductionThis research focuses on the influence of various types of materials on students’ engagement. For five intervention weeks, we set various types of materials; picture, video, sound bites, short article, and movie clips, for each week. This report finds out how students’ engagement can be improved by enhancing the variety of materials. 2. The Study2.1 Profile of StudentsThe students who are participating in English in Action Speaking class are university students in Sookmyung. Most of them have English related major, like English literature and TESL, although there are few who have majors in different field. Nearly half of the students (13 of 24) have advanced speaking level, and the other half (11 of 24) have intermediate level according to the interview result by ACTFL guideline (Table 1). They are in different grades, but most of them are seniors. 2.2 Classroom ContextThe class ‘English in Action Speaking’ proceeds in English. The purpose of the class is giving chances to improve students’ speaking level for preparing speaking proficiency test like OPIC. There are 24 students in the class and two classes per week, Tuesday and Thursday. For two hours in each class, students participate in the class which is made by graduate school students. During the class, all students have their own big sisters, as a facilitator or helper, to attend the class together. 3. Problem Area3.1 Needs survey & Speaking assessmentFirst, according to needs survey showed in table 2 (survey question) & table 3 (survey result), our target students preferred movie clips, videos, pictures, sound-bites and short article. However, those materials have not been used in the class so that this action research would handle with them. Second, speaking assessment showed that target students’ speaking was around intermediate or advanced level but according to observation (Table 4), their overall engagement during the lessons needs to be developed. For example, they did not join some activities actively and felt bored. Even though, they have quite high level speaking skills, they seemed that they do not use the ability during the lessons well. We found that the reason or problem was because of the lack of variety of the given materials and this action research aims to address this issue.Table1. ACTFL speaking assessment criteria (Retrieved from )Table 2.Survey question related to preferred classroom materials12. What types of materials would you like to use in this class? Rank the following in order (1: Most preferred, 9: Least preferred)English in Action Speaking ???? ????? ?? ????? ?????? 1?? 9?? ???? ???? ??? ?????. (1:?? ??, 9:? ??)WorksheetMovie clipsPicturesCartoonsVideoSound bytesGraphsShort articlesRealiaTable 3.Survey result related to preferred classroom materials3.2 Issue of researchThis action research would focus on specific types of classroom materials which are not only authentic but also interesting for the target students (Table 3). For example, there are several types of classroom materials, such as textbook, workbook, cassette, CD-Rom, or handout worksheet (Tomlinson, 2012). However, a language classroom needs to emphasize more authentic as well as interesting classroom resources, such as movie clips or newspapers, which are not made for language teaching purposes. According to Tomlinson (2012), those kinds of authentic materials can provide exposure to real language as well as motivate learners effectively. Besides, in particular, among a lot of teaching materials, pictures, videos, movie clips, sound-bites, and short articles were selected as preferred class resources in the survey for our target students (Table 3). Kilickaya (2004) asserted that preferred task or type of materials needs to be considered carefully during the lesson since it can be more interesting for the target learners as well as stimulate their learning process. 3.3 ReflectionThe most common concern observed from teachers’ reflection was to find out how we can elicit the students’ active engagement effectively. For example, students did something else instead focusing on the activities (table 4). Furthermore, it seemed that at times, they were not that interested in the classroom materials. Besides they did not produce their speaking effectively by using various sources (table 5).Table 4.Students’engagement problem Big sisters’ reflection retrieved from “As most big sisters are aware of this matter, a few students didn't participate in the activities diligently while sending text message and chatting in cacao talk privately.”“All my little sisters participated all the activities on Tuesday but they seemed to be losing their interests little bit on Thursday.”Table 5.Variety of class materials problemBig sisters’ reflection retrieved from “Students seemed to be tired to pay their attention actively on that day and the topics as well as materials were already familiar to them.”“More details for movements, roles, materials, orders and turns might be considered when we make lesson plan.”“There was too much redundancy.”4. Research QuestionThis action research would deal with one research question; “How can we improve students’ engagement by enhancing the variety of classroom materials?” In terms of the problem areas mentioned above, this research question was created to solve them. Besides, there are several theoretical backgrounds for setting this question as well.4.1 Theoretical Backgrounds of the research question4.1.1 Sociocultural theory Sociocultural theory (SCT) argued that when people internalize or construct the new information, they use mediation of artifacts including language (Lantolf, 2000). It can illustrate that sociocultural theory emphasized importance of mediation tool’s role in learning process. Besides, it emphasized the importance of students’ engagement as well. For example, Janzen (2009) argued that when teachers encourage students to develop their engagement, students would get or understand new information well enough. 4.1.1.1 Various types of materials and engagementOur action research focuses on the important role of materials as the mediation tool for students’ language learning as well as their engagement. To be specific, in order to enhance the meditational tool, classroom materials, we would expand their variety. According to Randi (2007), in class, ‘varied activities as well as materials can be used to promote student engagement with and understanding of the target words, including word association tasks, analysis of word roots, and cloze’. Besides, two types of engagement would be emphasized. To be specific, according to sociocultural theory, there are two different kinds, language-related engagement and task-related, engagement according. For instance, Platt and Brooks (2002) argued that language-related engagement shows individual learners’ speech activity, in which they use language items in order to interact with other people while task engagement focuses on successful as well as completion of the task more than linguistic forms. In ‘English in Action speaking’ class, we teach students both English speaking and Contents at the same time. For example, in order to teach and let students practice language function ‘giving advice’, we use the theme ‘health’. Students get knowledge about health by practicing language function during the class with certain language forms, vocabularies, expressions and so on. Therefore, in our action research, we are focusing on the relationship between teaching materials and students’ engagement.4.1.2 Input hypothesis and requirements for effective materials“The input hypothesis states that we acquire language by understanding messages, that ‘comprehensible input (CI)’ is the essential environmental ingredient in language acquisition.” (Atlas, 1992, p.409). Besides, according to Richards (2005), the objectives of learning language is to survive in real communication situation, so real life issues cannot be separated in classroom materials. Authentic sources for language teaching motivate learners to learn language for real world communication. As cited in Richards (2005), Clarke and Silberstein (1997, 51) argue that since language is a tool of communication, authentic sources can provide cultural information of the target language, and also they make learners expose to real language that relates to learners’ needs. 4.1.2.1 Authentic materialsAuthentic materials refer to the classroom materials which are not made with specific learning purpose, such as learning linguistic features, but for communicative reasons. For instance, multimedia can be one of authentic materials. The use of multimedia has been importance in language learning in terms of increasing learners’ engagement and motivation. Learners can experience a real world indirectly in a classroom with a target language. As a facilitator, teachers can combine multimedia with their teaching methodologies which make possible to arouse students’ engagement in language learning (Gilakjani, 2012). In other words, using different multimedia in language learning class cab be to raise interest level of students who appreciate and often expect a variety of media and to enhance understanding about rich media materials which can boost students’ comprehension of complex topics, especially dynamic process that unfold over time. For the reasons, our action research would handle with authentic as well as various materials. 5. Intervention 5.1 Intervention PlanIntervention weekTarget classroom materialThemeFunctionWeek1 (4/7, 4/9)PicturesDatingDescription & Personal RoutinesWeek2 (4/14, 4/16)VideosJob & CareerInformal NarrationMidterm Week (Apr 21 / Apr 23)Week3 (4/28, 4/30)Sound BitesArt & MusicFormal NarrationWeek4 (5/5, 5/7)Short article or readingSuperstition Abstract DescriptionsWeek5 (5/12, 5/14)Movie ClipsMoviesInformal opinionsThe order of the materials was chosen in terms of the balance between the materials and given themes as well as functions. To be specific, week 1 focused on using pictures related to dating and description of personal routines (Table6). For example, making a dating course or daily routine activities encouraged students to use the pictures. Week 2 used videos with the target theme and function, Job & career and informal narration (Table7). For example, in particular, they learned how to narrate their stories for the job interview effectively and there were fun commercials as well as real good or bad interview videos to learn the characteristics of good narration (Table7).Table6. Pictures for week 1 (Retrieved from & adapted by group 1)Table7. Pepsi & LG TV Commercials related job interview and a real interview video used for week 2 (Retrieved from Youtube & adapted by group 2)Week 3 utilized sound bites related to art & music as well as formal narration. To be specific, students created a story with sound bites provided from the professor in terms of the topic, music. It made them produce formal narration by themselves with some creative ideas. There were 5 sound bites having different genre or mood, such as rock, jazz, or classical music (Table8). Week 4 included a short article about one of superstition, horoscope, which can encourage students to produce abstract description (Table9). To be specific, in this week, students read some reading passage or description of blood types or zodiac related to their real blood types as well as zodiac. Week 5 showed the target learners movie clips which would make them give their own opinions informally (Table8). Since this week’s theme is movie, it is natural to use movie clips in the class. Movie clips would be used to elicit students’ giving their opinions, such as hero scenes to make them choose the best hero and support the idea or ‘I am Sam’ movie clip to make them think of any social issues related to the story. 19050523240Table8. Sound bites provided by the professor, used for week 3 & one of movie clips used for week 5 (Retrieved from )Table9. Sample of Reading passages used for week (Provided by group 5)1) Survey & reading passageFor each horoscope, read the profile and circle how much it sounds like you. Then, pick the one that is most like you.Horoscope A Not like me at all 1 2 3 4 5 Extremely like meBefore an A plunges into anything, from a problem to a vacation idea, they need to analyze all the facts and know all the details. This makes them seem indecisive and slow. A's perception is their reality. What they believe is what will be, if they have a negative outlook on life, things will present themselves to be negative and they will be very moody and isolated/detached. If they are positive, the same events that occur will be held in a positive light and they will be a pleasant, well-adjusted person. A needs to get in touch with their feelings, this is why they usually seem cold or detached. They will say they feel okay or everything is alright even when it's not. The one thing that A does not like to analyze is their feelings so pretending everything is okay is a good defense mechanism for not having to take a closer look at their feelings.2) Description of horoscopeCAPRICORN / Sea-goat116205257810 / December 22 – January 19Positive Characteristics: strong, disciplined, serious, dependable, confident.Negative Characteristics: shrewd, suspicious, ruthless, Good Friendship Matches: Taurus, Cancer, Virgo5.2 Data Collection& AnalysisFirst, data for this action research would be gathered by some note-taking, short surveys for students as well as teachers, and observation. To be specific, students’ overall reaction to the classroom materials as well as their engagement would be observed and note-taken by instructors. Besides, at the end of every class, students would do a survey to check the degree of interest as well as meaningfulness of class materials as well as their engagement (Table10). Furthermore, teachers would check their observation of their little sisters as well as effectiveness of the various classroom materials by using a checklist (Table11). In addition, weekly refection would be also included in data for our action research as well.Table 10.Survey for students1. Please check the degree of interest and meaningfulness of each material used for today.(1: the lowest degree of interest and meaningfulness / 5: the highest degree of interest and meaningfulness.)Week 1: Picture ( ) Video ( ) Worksheet ( )Week 2: Picture ( ) Video ( ) Worksheet ( )Week 3: Picture ( ) Sound Bites ( ) Worksheet ( )Week 4: Graph ( ) Video ( ) Reading passage ( )Week 5: Picture ( ) Video ( ) Worksheet ( )2. Check your attention level during class.(Lowest) 1 2 3 4 5 (Highest)3. Check your mental effort level (using your prior knowledge) to understand new concepts for today.(Lowest) 1 2 3 4 5 (Highest)4. Check your comprehension level for today’s class(Lowest) 1 2 3 4 5 (Highest)Table11. Survey for teachers (Retrieved from Tomlinson (2003).Developing Materials for Language Teaching. New York: Continuum)1. Was the material considered in respect of learner factors? (learners’ proficiency, age, sex, aims and purposes, interest, background knowledge, culture, and learners’ affective factors)(Lowest) 1 2 3 4 5 (Highest)Why? _________________________________________________________________________2. Did the material have input factors? (authenticity and comprehensibility)(Lowest) 1 2 3 4 5 (Highest)Why? _________________________________________________________________________3. Did the materials include the target theme as well as function well?(Lowest) 1 2 3 4 5 (Highest)Why? _________________________________________________________________________4. Did the material make students communicate in a meaningful way?(Lowest) 1 2 3 4 5 (Highest)Why? _________________________________________________________________________Richard, D. (2009). Student Engagement Teacher Handbook. International Center for Leadership in Education. Retrieved from Second, after gathering the whole data mentioned above, short surveys for students as well as teachers would be analyzed to find out how the materials were used and developed as well as which material was most useful during the intervention week. Furthermore, little sisters’ informal feedback on materials would be analyzed as well. Besides, development of students’ engagement would be handled with by using the teachers’ observation as well as reflection. Finally, those data gathered would be analyzed to find out how was students’ engagement improved by enhancing variety of class materials and which material was the most interesting as well as meaningful enough to encourage students’ engagement.6. Data Collection ResultsThe data for five intervention weeks was collected by student survey (Table10), teacher survey (Table11), and our group members’ observation. Following sections would analyze the results of them.6.1 Analysis on student survey result from week 1 to week 5The student survey for week 1, 2, 3, 4, and 5 (Table10) is analyzed with a bar chart as below. As we can see, movie clips are ranked at the top as the materials in our classroom. It is hard to say that movie clips itself could be a good material we should always try when we are teaching speaking, because lessons could be dependent on other variables, like goals, topics, functions etc. Like we analyzed, movie clips were fit for the teaching theme and functions exactly, so students could be engaged more into the teaching contexts. Therefore, the key thing what we should point out on the bar charts is that teachers should keep in mind what their learners’ interest are and how can the focused material fit for the teaching theme and function.In terms of attention, mental, and comprehension level, extra linguistic input, like pictures, sounds and videos, were much more effective than linguistic input such as worksheets or reading materials. Because it is a speaking class, so making students use language could be positive with various materials based on real life contexts. Just giving them texts without any context is not enough to make them speak out. Therefore, the result shows that students in a speaking class need various real life based teaching materials with different types of input.Table12. Comparison degree of meaningfulness & interest of focused material for week 1, 2 3, 4, and 5Table13. Comparison engagement for week 1, 2, 3, 4, and 56.2 Analysis on teacher survey result & observation from week 1 to week 5The teacher survey for week 1, 2, 3, 4, and 5 (Table11) is analyzed with a bar chart as below. According to the teacher survey about materials used for each week, learner factors (learners’ proficiency & background knowledge) was the highest while picture got the highest score on input factors (comprehensibility & authenticity) and sound bites & short reading got the highest connection with target theme and function and communicative & meaningful use got the highest score on using movie clips. Besides, when it comes to students’ engagement and observation result, it showed that there can be various result of using materials with close connection with tasks. For example, when sound bites used on week 3 and short article used on week 4, their connection with target theme & function was the same however in terms of student engagement, such as individual attention & fun and excitement, week 4 (short article) was much higher than week 3 (sound bites). The reasons can be that students can do personalization with the reading material (Table 9) rather than imagining something which might not relevant to their real lives.Table14. Comparison of teacher survey results about materials for week 1, 2 3, 4, and 5Table15. Comparison of teacher survey results about students’ engagement for week 1, 2 3, 4, and 5Table16. Summarization of our group’s observation about students’ overall performance from week 1 to week 5<Week 1>One thing that was different from the previous pictures usage was giving students real information like transportations, locations, atmosphere of the place, and so on, through the pictures (Table6). It elicited the students activate their prior experience or knowledge as well as be interested in them since those are relevant to their daily lives. For example, Little sisters were interested a lot in the pictures of real places which were given to make a dating plan (Table6). They talked a lot about the places in the pictures whether they had experience or not. <Week 2>While watching fun commercials about job interview, students were laughing and enjoyed them. Besides, when they watched the real interview videos (Table7), students wrote down some key words from the video to figure out characteristics of good narration quite enthusiastically. Also, students concentrated on the video including the real situation in the office because it presented a little bit excessive reaction. They seemed surprised and reacted very well. Although language form or knowledge is important element for choosing the video material used in the class, the theme is probably most important factor we thought. Besides, when it comes to fun commercials related to job interview video, it worked well for brainstorming before starting the main step of the activity. However, students seemed not very interested in watching the Oprah Winfrey’s interview video, because the sound was not good and the content of it, establishing a school in Africa as her volunteer work, was not that interesting for students. Besides, they used the video as a model of their activity to make a story that they would share at a dinner party for retired people so that there was not that much creative ideas or narration with high quality (Table17). It would better to use videos for personalization as well as with various purposes, such as giving context, giving language items and giving content knowledge. <Week 3>Students were a little bit interested in the activity using sound bites because it was totally new format of activity. They had to listen to the whole melody and then they created a new storyline based on the music. However, if teachers tried to push students to create their contents with having high quality and to put more details for the stories, the students’ works were more likely to be made meaningfully. Besides, it was the last activity so that most of the students were tired to do this so it also affected the result of the task with the material.<Week 4>Students gave us positive feedback about used reading materials because it made them interested about getting relevant new information, such as their horoscope (Table9). According to the survey and our observation, the theme and classroom materials were well matched for students to learn new information. The short articles activated students’ background knowledge and schema so that the overall activities went quite smoothly despite the extended class hours. In addition, generally students seemed to hate reading during speaking activities but it looked that their concentration as well as interest decreased their stress about reading since their overall participation was quite good.<Week 5>For the activity to talk about superheroes, teachers showed students a short movie comparing three movie heroes (Table18) as well as a story line with which students would talk about social issues (Table19). After seeing the movie clips, students could easily brainstorm the specifications of three heroes or social issues and express their own opinions about that. On the contrary, unfortunately, there was little meaningful speaking in the movie clips so that it would be better to use movie clips for more meaningful or communicative ideas However, generally, students showed positive reactions about the movie clips easily and got involved to choose one hero based on their own thought. Movie clips include animated visuals, sounds and interesting contents at the same time and it is easy to get attention from students we thought. Also, based on the survey conducted at the beginning of the English in action speaking class, students answered that they preferred movie clips as a class material to deal with. Table17. A part of lesson plan for week 2After watching Oprah Winfrey’s interview video, set the context that there is a dinner party for retired people. And It is the first time for them to go there. Let them prepare for their storytelling about their whole lives including goals or success that they already accomplished or obstacles which they overcame and episodes that they had in the past as an individual work. 8890-880110Outline of your story--Table18. A part from lesson plan for week 51905023954- Ask students to watch the movie for 3 min.- Tell students to look at the worksheet and think three characters to choose the real superhero- Ask students to tell why you choose him as a real superhero in a group by using details on the worksheet with 3 reasonsTable19. A part from lesson plan for week 52984552070- Show students short movie clips about three movies (I,Robot/ I am Sam/ Hedwig) and give time to read the short description of the movies on worksheets - Teachers models what kinds of social issues we can come up with from the movie ‘the Avengers’-Asks students to come up with social issues from the movie individually with supporting ideas 7. Finding after 5 weeksAfter 5weeks, we found out that students in this class have more interest in seeing videos related to the teaching context. As we can see in the literature review above, videos make possible for learners to have dual information, sounds and visuals, which can give improve not only speaking level itself, but also enhance listening comprehension for better speaking. Naturally, it could make students engage more in the class compared to the class having only written materials like worksheets or readings. In addition, as students’ interest went up, their engagement also increased as we expected. According to our observation of recorded videos, students gave more reactions or positive feedbacks when teaching groups used movie clips during the activities. Generally, using videos can catch learners’ eyes, so it might also work in our classroom. 8. Reflection on the effectiveness of your interventionOverall, there was a slight change of students’ engagement. Even though the result was not the same with our expectation since we thought that video would encourage the students’ engagement much higher than pictures. In this point that the not only the types of materials but also way of dealing with the materials is important can be found. However, increase of their engagement was observed through the two intervention week.REFERENCEAtlas, J.E. (1992). Georgetown University Round Table on Languages and Linguistics. Georgetown University Press. Gilakjani, A. P. (2012). The significant role of multimedia in motivating EFL learners' interest in English language learning. International Journal of Modern Education and Computer Science (IJMECS), 4(4), 57.Hilferty, A. (2000). The Relationship between Reading and Speaking Skills. Retrieved from , J (2009). Teaching English Language Learners in the Content Areas. Review of Educational Research, Vol. 78, No. 4, pp. 1010–1038Kilickaya, F. (2004). Authentic Materials and Cultural Content in EFL Classrooms.The Internet TESL Journal,10(7).King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-523.Platt, E., & Brooks, F. (2002). Task Engagement: A Turning Point in Foreign Language Development. Language Learning, 52(2), 365-400.Plass, J., Chun, D., & Mayer, R. (1998). Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment. Journal of Educational Psychology,90(1), 25-36.Randi Sue Berlinger. (2007). Negotiating Identities through Language, Learning, and Conversation. The University of Arizona.Richards, J. C. (2005).?Communicative language teaching today. SEAMEO Regional Language Centre.Sinatra, R. (1981). Using Visuals to Help the Second Language Learner.The Reading Teacher,34(5), 539-546.Shumin, K. (n.d.). Factors to Consider: Developing Adult EFL Students' Speaking Abilities. Retrieved from , B. (2012). Glossary of basic terms of materials development in langaugeteaching. Retrieved from basic terms for materials development.pdfTomlinson, B. (2003). Developing Materials for Language Teaching. New York: ContinuumWilson, C. (2000). Practical Aspects of Using Video in the Foreign Language Classroom.The Internet TESL Journal,6(11).Ⅵ. Future planIn my case, my teaching position has been already set, TOEIC teacher, so I thought that I didn’t have to make the portfolio showing my best work. I just wanted to show my colleagues and myself the improvement and my own efforts by making showcase type portfolio.Since I am really satisfied with my job and teaching, I think I don’t have to change many things. However, by reflecting the knowledge on teaching and language learning, I think it is possible to make it to become a better teacher. I realized that there is no perfect teacher as well as the best language teaching class. That means, I can make changes and improvements in my teaching class with the same position to make better class. What I want to do in the future after graduating TESOL MA is to make my students get interested in language learning in itself, rather than getting a score in the test. As I started to learn English as a language which I can use to interact with others from preparing the proficiency test, TOEIC, I think it is possible to make my students to do so. Although it won’t easy, I really want to help my students to use English as a medium to communicate with people in the real world sometime in the future. In order to do so, the experience and knowledge from the MA course could be definitely helpful, I believe. ................
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